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SEA-STEM 2020 IOP Publishing
Journal of Physics: Conference Series 1882 (2021) 012050 doi:10.1088/1742-6596/1882/1/012050

Mathematics self efficacy and mathematics performance in

online learning

H R P Negara1*, E Nurlaelah1, Wahyudin1, T Herman1 and M Tamur1

1
Mathematics Education Department, Universitas Pendidikan Indonesia, Jl. Dr.
Setiabudhi No. 229, Bandung 40154, Indonesia

*E-mail: habibiperwira@upi.edu

Abstract. Self-efficacy is the ability to perform in dealing with various activities. Changes in
learning activities due to Covid-19 affect the learning environment which has an impact on self-
efficacy. This study aims to obtain an explanation of mathematics self-efficacy and its
relationship with mathematics performance in online learning. The sample in this study was the
mathematics performance score on trigonometry, and the Mathematics self-efficacy score of 75
students at one of the universities in Mataram. This research is a correlational research. The
research instruments were in the form of a Mathematics Self-efficacy questionnaire and
mathematics performance scores on trigonometry. Data were analyzed using descriptive
statistics to measure the mean and standard deviation of mathematical self-efficacy and analysis
of the correlation between mathematical self-efficacy and mathematics performance. The results
showed that most respondents had a high level of mathematical self-efficacy in online learning.
Further analysis shows that there is a positive relationship between mathematics self-efficacy
and mathematics performance, with an R coefficient of 14.8%. These results explain that
variations in Mathematics performance can be explained by variations in Mathematics self-
efficacy of 14.8%.

1. Introduction
The affective factor is one of the important factors in learning Mathematics besides cognitive factors.
One of the affective factors that can affect the student learning process is self-efficacy [1]–[6]. Self-
efficacy affects when students carry out an investigation process that is reflected in their actions, efforts,
persistence, flexibility in differences, and goal realization. According to Bandura, self-efficacy is a
student's consideration of his or her ability to achieve the desired or determined level of performance,
which will influence further actions [7]. Garfield and Ben-Zvi emphasized that to be able to do
mathematics it is not enough to know how to do it, but it must be accompanied by self-efficacy about
the correctness of its concepts and procedures. [8]. For example, when doing calculations manually or
by using a calculator, the element of self-efficacy is in it. Self-efficacy determines the level of motivation
seen in the efforts made and the length of time devoted to completing and producing certain results [7],
[9]. If people have a low level of self-efficacy towards a task, they are less likely to exert effort and
complete the task. The research findings show that explaining self-efficacy is a predictor and very
important for learning and performance [10], [11].
The learning process cannot be separated from the conditions of the learning environment. Changes
in the learning environment can interfere with self-efficacy [12]. Changes in the learning environment
from classroom-based to online-based that occur in Indonesia have made the Mathematics learning
process need to be reviewed. This was reinforced by the spread of the corona virus in March 2020 [13],
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SEA-STEM 2020 IOP Publishing
Journal of Physics: Conference Series 1882 (2021) 012050 doi:10.1088/1742-6596/1882/1/012050

make the learning system become disrupted. The process of changing the learning environment makes
teachers and students have to be able to adjust themselves by still paying attention to health protocols,
including in the mathematics learning process. Student self-efficacy appears to be particularly important
in challenging learning environments, such as online learning where students do not have the
opportunity to interact with others and can consequently become socially isolated [14], [15].
Understanding self-efficacy in online learning is essential to improving online education, which can
be a key component of academic success in distance education. [10]. However, the focus of previous
research is more on self-efficacy situations in online learning (example, [16]–[23]) at normal conditions.
Previous research presents the use of online learning by utilizing computer laboratories as a class in
accessing online learning [16], [17], [19], as well as the existence of an online learning platform that is
already available, so this helps students in terms of facilities [16]–[23]. The results obtained show that
there is an effect of self-efficacy in online learning. It is inversely proportional to the current conditions,
to the conditions of the spread of Covid-19, especially in Indonesia. Changes from this drastic condition
occur because there is no good platform to accommodate online learning, and the need for quotas to
access learning materials makes all these factors thought to influence self-efficacy. In general, the
aspects of self-efficacy observed in online learning (before and after the Covid-19 pandemic) are the
same. Self-efficacy is a self-assessment of the ability to perform and face a situation, in this case, online
learning. This self-belief/judgment is a self-regulatory mechanism that can influence behavior (for
example, using or avoiding online learning), motivation (for example, effort and persistence in using
online learning technology), work levels, and levels of stress experienced in guiding circumstances [16],
[24]. Based on the factors and definitions above, it is suspected that this could affect self-efficiency in
online learning during the Covid-19 period.
Based on the above explanation, the purpose of this study is to obtain an explanation of mathematics
self-efficacy and its relationship with mathematics performance in online learning. This research is
important, given that affective factors, especially self-efficacy, are one of the factors that influence the
success of the learning process, especially the change in learning patterns from classroom based to online
based.

2. Method
This type of research design is correlational research which aims to obtain an explanation of
mathematics self-efficacy and its relationship with mathematics performance in online learning. The
number of participants in this study was 75 undergraduate students who took trigonometry courses.
These students were selected through random sampling at one of the universities in Mataram city.
research was conducted during the second semester of 2019/2020. Courses are conducted during the
Covid-19 pandemic, where learning is carried out by online learning.
The researcher used a Mathematics self-efficacy questionnaire consisting of 20 items. Each item is
measured using a Likert scale consisting of four points, ranging from strongly disagree (1) to strongly
agree (4). The items used to measure students' Mathematical self-efficacy are related to what they
believe in getting good grades in online learning, their confidence in learning and understanding
Mathematical concepts and their confidence to master and complete the tasks given during the lecture.
The reliability test found that the overall reliability of the Mathematics self-efficacy questionnaire was
α = . 78. A self-efficacy questionnaire is given at the end of the lesson via a google form. The
mathematics performance score is obtained from the final score on the evaluation of trigonometric
material.

3. Results
The purpose of this study was to determine the mathematics self-efficacy of students when taking
trigonometric mathematics courses in online learning. Table 1 below shows the distribution of
respondents according to Mathematical self-efficacy. There are six negative items, namely items 3, 9,
14, 15, 17 and 19.

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SEA-STEM 2020 IOP Publishing
Journal of Physics: Conference Series 1882 (2021) 012050 doi:10.1088/1742-6596/1882/1/012050

Table 1. The distribution of respondents according to Mathematical self-efficacy

Strongl
Strongly
Item y Disagree Agree Average SD
agree
disagree
I believe I can score very well in math on this
8.0 28.0 48.0 16.0 2.72 .831
online course.
I am sure I can learn important math
concepts taught by the lecturer in this online 6.7 37.3 52.0 4.0 2.53 .684
learning.
I am less interested in learning Mathematics
5.3 9.3 48.0 37.3 1.83 .812
online.
I am able to communicate or solve difficult
4.0 58.7 37.3 - 2.33 .553
Math problems in this online learning.
I can use examples or similar problems to
- 4.0 65.3 30.7 3.27 .528
solve the problem.
I believe I can understand the most difficult
concepts in mathematics taught by lecturers 16.0 52.0 29.3 2.7 2.19 .730
even though they are online.
I am confident that I can complete the
- 14.7 73.3 12.0 2.97 .519
assigned task.
I believe that I can do my best in this math. - 5.3 77.3 17.3 3.12 .464
* I have a hard time getting used to studying
5.3 46.7 45.3 2.7 2.55 .643
math on time according to a schedule.
I was able to choose a strategy for
1.3 18.7 70.7 9.3 2.88 .569
completing a Math assignment
I am confident that I can master the skills
1.3 24.0 62.7 12.0 2.85 .630
required in this course.
Even though math is hard, I believe I can do
1.3 5.3 66.7 26.7 3.19 .586
very well.
I feel less confident about my math skills. 5.3 24.0 52.0 18.7 2.84 .789
* I avoided doing math tasks quickly and
13.3 53.3 26.7 6.7 2.73 .777
precisely in this online lesson.
* I failed to find alternatives to solving math
problems when the method I used got stuck - 32.0 54.7 13.3 2.19 .651
in online learning.
I am motivated to solve difficult math
1.3 40.0 52.0 6.7 2.64 .629
problems in online learning.
* I am not able to improve the strategy that
1.3 29.3 64.0 5.3 2.27 .577
has been chosen to solve math problems
I try to communicate with friends online to
find the best solution of the math problem at 1.3 - 52.0 46.7 3.44 .575
hand
* I feel hopeless at work completing Math
12.0 38.7 41.3 8.0 2.55 .810
assignments online.
I hone my math skills regularly 1.3 32.0 62.7 4.0 2.69 .569
*Negatif ITEM, SD: Deviasi standard

For positive items, the item "I try to communicate with friends online to find the best solution of the
math problem at hand" was scored with the highest mean (Mean = 3.44, SD = 0.575) followed by the
lowest mean on the item "I believe I can understand the most difficult concepts in mathematics taught
by lecturers, even though online” (Mean = 2.19, SD = 0.730). For the negative item, the item "I avoided
doing math tasks quickly and precisely in this online lesson" had the highest mean (Mean = 2.73, SD =
0.777). For the lowest mean on the item "I am less interested in learning Mathematics online" (Mean =

3
SEA-STEM 2020 IOP Publishing
Journal of Physics: Conference Series 1882 (2021) 012050 doi:10.1088/1742-6596/1882/1/012050

1.83, SD = 0.812). However, the majority of respondents get high scores for Mathematics self-efficacy,
while the rest get moderate scores for Mathematics self-efficacy.
The overall mean for Mathematics self-efficacy was 2.69 (SD = 0.65). This analysis shows that the
respondents have a high level of Mathematical self-efficacy. None of the respondents received low
Mathematics self-efficacy scores. This means that the majority of respondents have a minimum
requirement for Mathematics self-efficacy in online learning. This is presumably because online
learning provides a new learning situation, in addition to students and lecturers who must continue to
undergo protocols to prevent the spread of Covid-19. Online learning provides student learning freedom
in organizing and searching for information related to the material being studied [12]. This is supported
by the acquisition of the highest mean (Mean = 3.44, SD = 0.575) on the positive item "I try to
communicate with friends online to find the best solution of the math problem at hand". In this item, it
can be seen that 52% or as many as 39 students have self-efficacy to build communication in solving
Mathematics problems in the online learning process.
Further analysis was carried out to identify the relationship between students' mathematical self-
efficacy and mathematics performance. For this reason, the Pearson correlation test was conducted to
determine the relationship between these two factors. The results showed that there was a positive
relationship between mathematics self-efficacy and mathematics performance [r (75) = 0.385; p <0.05],
the R squared coefficient (r2) is 0.148 or 14.8%, which means that variations in Mathematics
performance can be explained by variations in Mathematics self-efficacy of 14.8% while the remaining
85.2% is influenced by other factors. The results of this correlation explain that the higher the self-
efficacy, the higher the mathematics performance and vice versa, the lower the self-efficacy will be
followed by lower mathematics performance. Students who have high self-efficacy are confident that
they can rely on their abilities through high math performance. Students who have high self-efficacy
can display high mathematical performance in completing assignments. Students who have high self-
efficacy can adjust to the online learning environment. These findings support the results of previous
studies [1] - [6] which indicate that there is a positive relationship between the two variables. This
finding also strengthens the results of research that online learning can increase self-efficacy [20] - [23].

4. Conclusion
The research findings can provide an overview of the importance of mathematics self-efficacy on
mathematics academic achievement. The total findings of this study indicate that most respondents have
high and moderate scores in mathematics self-efficacy. Our findings also show that there is a positive
relationship between mathematics self-efficacy and mathematics performance. The results showed that
most of the respondents met the requirements of the respondents in doing math assignments in online
learning. Research is limited to Mathematics Education students, so further research needs assessment
and expansion of students in schools.

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SEA-STEM 2020 IOP Publishing
Journal of Physics: Conference Series 1882 (2021) 012050 doi:10.1088/1742-6596/1882/1/012050

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