Main Article Content
This study aimed to explain the relationship between self-concept and mathematics procedural knowledge among undergraduate students of mathematics education. This study investigated the affective and cognitive aspect of students in the learning of mathematics. The method in this study surveyed with non-probability sampling technique. The subjects were 133 undergraduate students of mathematics education from public and private university in Palembang, Indonesia. 66 of them were undergraduate students in public university. The rest of them were undergraduate students in a private university. The instruments that were used are questionnaire of self- concept and essay test of mathematics procedural knowledge. The result from the Spearman Rank Correlation showed Sig. = 0.006 < 0.05. From that result, we conclude that there is a significant relationship between undergraduate students’ self-concept and their mathematics procedural knowledge.
self-concept mathematics procedural knowledge relationship
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Adebule, S. O. (2014). Self concept and academic performance in mathematics among secondary school students in Ekitiâ€“State. Scholars Journal of Engineering and Technology (SJET), 2, 348-351.
- Afgani, M. W., Suryadi, D., & Dahlan, J. A. (2017). Analysis of Undergraduate Studentsâ€™ Mathematical Understanding Ability of the Limit of Function Based on APOS Theory Perspective. In Journal of Physics: Conference Series(Vol. 895, No. 1, p. 012056). IOP Publishing.
- Afuwape, M. O. (2011). Students' self-concept and their achievement in basic science. African Research Review, 5(4).
- Andaya, O. J. F. (2014). Factors that affect mathematics achievements of students of Philippine Normal University-Isabela Campus. Researchers World, 5(4), 83.
- Andinny, Y. (2015). Pengaruh konsep diri dan berpikir positif terhadap prestasi belajar matematika siswa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 3(2).
- Arikunto, S. (2012). Dasar-dasar evaluasi pendidikan edisi 2. Jakarta: Bumi Aksara.
- Awai, D., & Ogori, E. (2016). Emotional intelligence and self concept as predictors of students academic achievement in mathematics. International Journal of Sciences: Basic and Applied Research, 29(3), 223-231.
- Ayodele, O. J. (2011). Self-concept and performance of secondary school students in mathematics. Journal of Educational and Developmental Psychology, 1(1), 176-183.
- Barongo, S., & Nyamwange, C. (2013). Contribution of self-concept in guidance and counseling among students. Research on Humanities and Social Sciences, 3(13), 7-12.
- Berg, G. V. D., & Coetzee, L. R. (2014). Academic self-concept and motivation as predictors of academic achievement. International Journal of Educational Sciences, 6(3), 469-478.
- Deshmukh, K. P. M. (2015). Comparison of Self-Concept of School Children Belonging to High and Low Fitness Groups. International Journal of Physical Education, Sports and Health, 1(3), 61-64.
- Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and individual differences, 19(4), 499-505.
- Fin, L. S., & Ishak, Z. (2014). Non-Academic Self Concept and Academic Achievement: The Indirect Effect Mediated by Academic Self Concept. Research Journal in Organizational Psychology & Educational Studies, 3(3), 184-188.
- Flowers, L. O., Raynor Jr, J. E., & White, E. N. (2013). Investigation of academic self-concept of undergraduates in STEM courses. Journal of Studies in Social Sciences, 5(1).
- Ghazvini, S. D. (2011). Relationships between academic self-concept and academic performance in high school students. Procedia-Social and Behavioral Sciences, 15, 1034-1039.
- Jamaldini, M., Baranzehi, H., Farajpour, N., & Samavi, A. (2015). The causal relationship of self-efficacy, self-concept, and attitude towards mathematics with academic achievement in mathematics by mediation of approaches to learning. International Journal of Review in Life Sciences, 5(2), 41-45.
- Joersz, J. R. (2017). Changing the Way That Math is Taught: Conceptual Versus Procedural Knowledge. Learning to Teach, 5(1), 4.
- Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396.
- Kusuma, H., & Masduki, M. (2016). How students solve the logarithm? Conceptual and procedural understanding. (JRAMathEdu) Journal of Research and Advances in Mathematics Education, 1(1), 56-68.
- Leonard, L., & Supardi, U. S. (2010). Pengaruh Konsep Diri, Sikap Siswa pada Matematika, dan Kecemasan Siswa terhadap Hasil Belajar Matematika. Cakrawala Pendidikan, XXIX(3), 341-352.
- Lone, P. A., & Lone, T. A. (2016). A Study on Relation between Self Concept and Academic Achievement among Secondary School Students of Jammu District. Journal of Education and Practice, 7(31), 19-23.
- Matovu, M. (2012). Academic self-concept and academic achievement among university students. International Online Journal of Educational Sciences, 4(1), 107-116.
- Mishra, S. K. (2016). Self Concept-A Personâ€™s Concept of Selfâ€“Influence. International Journal of Recent Research Aspects, Special Issue: Conscientious and Unimpeachable Technologies, 8-13.
- Nalah, A. B. (2014). Self-concept and Students Academic Performance in College of Education Akwanga, Nasarawa State, Nigeria. World Journal Young Researcher, 3(2), 31-77.
- Oluwatosin, S. A., & Bamidele, E. F. (2014). Self-concept and academic performance of secondary school students in chemistry. International Journal of Social Sciences & Education, 4(4), 946-952.
- Othman, N., & Leng, K. B. (2011). The relationship between self-concept, intrinsic motivation, self-determination and academic achievement among Chinese primary school students. International Journal of Psychological Studies, 3(1), 90.
- Rajeswari, V., & Kalaivani, M., (2016). The Role of Academic Motivation and Academic Self Concept in Students Academic Achievement. International Journal of Research Granthaalayah, 4(9), 37 â€“ 49.
- Reyes, L. H. (1984). Affective variables and mathematics education. The elementary school journal, 84(5), 558-581.
- Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational psychology, 34(1), 49-72.
- Shavelson, R. J., & Bolus, R. (1982). Self concept: The interplay of theory and methods. Journal of educational Psychology, 74(1), 3.
- Singh, P. (2015). Interaction effects of self-concept and study habits on academic achievement in mathematics. International Journal of Science and Research (IJSR), 4(11), 482-485.
- Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics teaching, 77(1), 20-26.
- Subedi, B. P. (2016). Using likert type data in social science research: confusion, issues and challenges. International journal of contemporary applied sciences, 3(2), 36-49.
- Suryanto, S. (2008). Aspek afektif hasil pembelajaran matematika. Paedagogia, 11(1).
- Star, J. R., & Stylianides, G. J. (2013). Procedural and conceptual knowledge: exploring the gap between knowledge type and knowledge quality. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 169-181.
- Timmerman, H. L., Van Luit, J. E., & Toll, S. W. (2017). The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year- old typically developing adolescents. Psychology, Society, & Education, 9(1), 89-103
- Yahaya, A., & Ramli, J. (2009). The relationship between self-concept and communication skills towards academic achievement among secondary school students in Johor Bahru. International Journal of Psychological Studies, 1(2), 25.
- Yengimolki, S., Kalantarkousheh, S. M., & Malekitabar, A. (2015). Self-concept, social adjustment and academic achievement of Persian students. International Review of Social Sciences and Humanities, 8(2), 50-60.
- Zulnaidi, H., & Zamri, S. N. A. S. (2017). The effectiveness of the geogebra software: the intermediary role of procedural knowledge on studentsâ€™ conceptual knowledge and their achievement in mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2155-2180.