Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 605–612

DOI: 10.18502/kss.v9i13.15964

Habibi Ratu Perwira Negarahabibiperwira@uinmataram.ac.idDepartment of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Wahyudin .Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Elah NurlaelahDepartment of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

Marzuki .Department of Mathematics Education, Institut Agama Islam Negeri Langsa, Jl. Meurandeh, Langsa 24354, Indonesia

Farah Heniati SantosaDepartment of Mathematics Education, Universitas Nahdlatul Wathan Mataram, Jl. Kaktus No 1-3, Nusa Tenggara Barat, 83125, Indonesia

Samsul BahriDepartment of Mathematics Education, Universitas Nahdlatul Wathan Mataram, Jl. Kaktus No 1-3, Nusa Tenggara Barat, 83125, Indonesia

Gender differences and aspects of self-efficacy are factors influencing the success of the mathematics learning process. This study aims to obtain an explanation of mathematical reasoning abilities based on gender differences in terms of mathematical self-efficacy. The sample of this research is a collection of scores of mathematical reasoning abilities, gender differences, and mathematical self-efficacy scores of XIth grade students from a high school in Bandung. The research sample consisted of 35 students, consisting of 19 male and 16 female students. The research instruments were tests of mathematical reasoning abilities (MRA), gender differences, and a mathematics self-efficacy (SEM) questionnaire. Data analysis was done using ANACOVA, with MRA in the form of interval scale, gender category scale, and SEM as covariate with interval scale. The results of the study were as follows: (1) there is a linear relationship between mathematical self-efficacy and mathematical reasoning ability; (2) there is no difference in students’ mathematical reasoning abilities based on gender differences. Furthermore, SEM students and gender differences have an influence on the MRA achieved by students.

Keywords: gender differences, mathematical reasoning ability, mathematics self-efficacy

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