Main Article Content


Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.


Geometry self-efficacy 3D Geometry problem solving 5E Instructional model

Article Details


  1. Alghadari, F., Herman, T., & Prabawanto, S. (2020). Factors affecting senior high school students to solve three-dimensional geometry problems. International Electronic Journal of Mathematics Education, 15(3), em0590.

  2. Arslan, O., & Işıksal-Bostan, M. (2016). Turkish prospective middle school mathematics teachers' beliefs and perceived self-efficacy beliefs regarding the use of origami in mathematics education. Eurasia Journal of Mathematics Science and Technology Education, 12(6), 1533-1548.

  3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

  4. Cantürk-Günhan, B., & Baser, N. (2007). The development of self-efficacy scale toward geometry. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi(33), 68-76.

  5. Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.

  6. Deringöl, Y. (2020). Middle school students perceptions of their self-efficacy in visual mathematics and geometry: a study of sixth to eighth grade pupils in Istanbul province, Turkey. Education 3-13, 48(8), 1012-1023.

  7. Erkek, Ö., & Işiksal-Bostan, M. (2015). The role of spatial anxiety, geometry self-efficacy and gender in predicting geometry achievement. Elementary Education Online, 14(1), 164-180.

  8. Faradilla, N., Putra, Z. H., & Noviana, E. (2022). The relationship between self-efficiency and mathematical knowledge of 3-D shapes of fifth grade of elementary school. Journal of Teaching and Learning in Elementary Education (JTLEE), 5(1), 34-47.

  9. Herbst, P., Fujita, T., Halverscheid, S., & Weiss, M. (2017). The learning and teaching of geometry in secondary schools: A modeling perspective. Taylor & Francis.

  10. Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220.

  11. Hong, B. S. S., Shull, P. J., & Haefner, L. A. (2011). Impact of perceptions of faculty on student outcomes of self-efficacy, locus of control, persistence, and commitment. Journal of College Student Retention: Research, Theory & Practice, 13(3), 289-309.

  12. Isiksal, M., & Askar, P. (2005). The effect of spreadsheet and dynamic geometry software on the achievement and self-efficacy of 7th-grade students. Educational Research, 47(3), 333-350.

  13. Kamasak, R., Kar, A., Yavuz, M., & Baykut, S. (2017). Qualitative methods in organizational research: An example of grounded theory data analysis. In B. Christiansen & H. C. Chandan (Eds.), Handbook of research on organizational culture and diversity in the modern workforce (pp. 23-42). IGI Global.

  14. Kandil, S., & Işıksal-Bostan, M. (2019). Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry. International Journal of Mathematical Education in Science and Technology, 50(4), 557-576.

  15. Özdemir, A., Karaşan, S., & Şahal, M. (2021). An examination of the relationship between secondary school students’ abstract thinking skills, self-efficacy perceptions and attitudes towards mathematics. Participatory Educational Research, 8(2), 391-406.

  16. Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Sciences, 14(2), 190-200.

  17. Putri, W. K. H. W., & Prabawanto, S. (2019). The analysis of students’ self-efficacy in learning mathematics. Journal of Physics: Conference Series, 1157(3), 032113.

  18. Ramlan, A. M. (2016). The effect of Van Hiele learning model toward geometric reasoning ability based on self-efficacy of senior high school students. Journal of mathematics Education, 1(2), 62-71.

  19. Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., & Moll, V. F. (2023). Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’. Educational Studies in Mathematics, 114(1), 63-88.

  20. Sharma, H. L., & Nasa, G. (2014). Academic self-efficacy: A reliable predictor of educational performances. British Journal of Education, 2(3), 57-64.

  21. Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18(2), 278-312.

  22. Simms, V. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Research in Mathematics Education, 18(3), 317-320.

  23. Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136.

  24. Sudihartinih, E., Wahyudin, W., & Prabawanto, S. (2022). Self-efficacy students prospective teachers are reviewed from gender in analytic geometry lectures. In AIP Conference Proceedings.

  25. Sunzuma, G., Masocha, M., & Zezekwa, N. (2013). Secondary school students’ attitudes towards their learning of geometry: A survey of Bindura urban secondary schools. Greener Journal of Educational Research, 3(8), 402-410.

  26. Thornberg, R., Wänström, L., Hong, J. S., & Espelage, D. L. (2017). Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis. Journal of School Psychology, 63, 49-62.

  27. Ünlü, M., Avcu, S., & Avcu, R. (2010). The relationship between geometry attitudes and self-efficacy beliefs towards geometry. Procedia - Social and Behavioral Sciences, 9, 1325-1329.

  28. Yildiz, P., Çiftçi, S. K., & Özdemir, I. E. Y. (2019). Mathematics self-efficacy beliefs and sources of self-efficacy: A descriptive study with two elementary school students. International Journal of Progressive Education, 15(3), 194-206.

  29. Yorulmaz, A., & Altıner, E. Ç. (2021). Do geometry self-efficacy and spatial anxiety predict the attitudes towards geometry? Elementary School Forum (Mimbar Sekolah Dasar), 8(2), 205-216.

  30. Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.

  31. Zuya, H. E., Kwalat, S. K., & Attah, B. G. (2016). Pre-service teachers' mathematics self-efficacy and mathematics teaching self-efficacy. Journal of Education and Practice, 7(14), 93-98.