Learning Independence and Self-Efficacy as Predictors of Students’ Mathematical Communication Skills

Abstrak

Mathematical communication is a core competence in school mathematics. Learning independence and self-efficacy have each been associated with this competence but are rarely modeled together. This study aimed to describe learning independence, self-efficacy, and mathematical communication skills, and to examine the simultaneous and partial contributions of the first two to the third. A quantitative ex-post facto design was used. The sample, selected through cluster random sampling, was class VIII-2 with 21 students. Data were collected with validated questionnaires and a mathematical communication test and analyzed using descriptive statistics, multiple linear regression, F-test, t-test, and correlation analysis. The mean scores for learning independence (53.01), self-efficacy (60.48), and mathematical communication skills (80.55) were all in the medium category. Learning independence and self-efficacy simultaneously had a significant effect on mathematical communication skills (F = 12.414; R² = 58.0%), and each contributed significantly in the partial test (t = 2.263 and 2.143, respectively). Mathematics instruction should therefore cultivate learner autonomy and mathematical confidence alongside content mastery. Given the small sample, the findings cannot be widely generalized; future studies should use larger samples from several schools.

Kata kunci

• learning independence
• mathematical communication skills
• self-efficacy