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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

Article Details

Author Biography

Muhammad Win Afgani, State Islamic University of Raden Fatah

Mathematics Education Department


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