SELF-EFFICACY BULLET INSTRUMENTS

A. Operational Definition

Self-efficacy is a person's belief to have resilience and ability to complete tasks so they
can get good results.

B. Self-Efficacy Questionnaire Grid

Indicator Item
Favourable Unfavourable
Belief in the ability to understand mathematical material 1, 2 3
Belief in the ability to complete related tasks mathematics 4, 5 6
Belief in achieving goals in learning mathematics 7, 9 8
Belief in resilience and tenacity in mathematics learning 10, 11 12, 13
 SELF-EFFICACY QUESTIONNAIRE MATH STUDENTS

Name :...........................................................................

Class :...........................................................................

Instructions for filling out

 Write the name and class in the provided section.

 Read each statement carefully without missing a beat.
 Give the answer that best fits the reality by giving sign (√) in one of the columns:
A: Always R: Rarely
O: Often N: Never
S: Sometime

No Statements Answers
A O S R N
1 I believe I can understand math material well
2 I believe that I can understand mathematical material
with varying degrees of difficulty
3 I believe I can understand new math material
4 I believe I can do a good math assignment
5 I believe can do a difficult math problem
6 I believe I can solve a different math problem with an
example
7 I believe that I can achieve the targets I set in learning
mathematics
8 I believe I can score well on a math test even after
studying hard
9 I believe I can increase the math score that I get by
studying diligently
10 I believe that I will continue to study math even though
it is difficult
11 I believe that I will look for strategies or other ways
when I can't solve a math problem
12 When I couldn't do math problems, I would copy my
friends' work
13 I feel desperate when I get bad math scores
 SELF-EFFICACY OBSERVATION MATH STUDENTS

Indicator 1: Students believe in the ability to understand mathematical material

Score 1: students never answer teacher’s questions about mathematical material.
Score 2: students only several times answer teacher’s questions about mathematical material
correctly but still in doubt.
Score 3: students only several times answer teacher’s questions about mathematical material
correctly and in believe.
Score 4: students always answer teacher’s questions about mathematical material correctly
but still in doubt.
Score 5: students always answer teacher’s questions about mathematical material correctly
and in believe.

Indicator 2: Students believe in the ability to complete related tasks mathematics

Score 1: students do not complete the math tasks at all.
Score 2: students only complete some math tasks correctly but still in doubt.
Score 3: students only complete some math tasks correctly and in believe.
Score 4: students complete all math tasks correctly but still in doubt.
Score 5: students complete all math tasks correctly and believe.

Indicator 3: students believe in achieving goals in learning mathematics

Score 1: students do not try to find sources of learning mathematics to achieve goals in
learning mathematics.
Score 2: students try to find mathematics learning resources to achieve learning goals such as
asking friends and teachers but still in doubt.
Score 3: students try to find mathematics learning resources to achieve learning goals such as
asking their friends in believe and the teacher but still in doubt.
Score 4: students try to find mathematics learning resources to achieve learning goals such as
asking friends and teachers in believe.
Score 5: students try to find mathematics learning resources to achieve learning goals such as
asking friends and teachers in believe or by reading books, observing the
environment that can be used as a learning resource.

Indicator 4: Students believe in resilience and tenacity in learning mathematics

Score 1: students attend math class ≤ 20 % of the number of meetings with resilience and
tenacity.
Score 2: students attend math class ≤ 40 %of the number of meetings with resilience and
tenacity.
Score 3: students attend math class ≤ 60 % of the number of meetings with resilience and
tenacity.
Score 4: students attend math class ≤ 80 % of the number of meetings with resilience and
tenacity.
Score 5: students attend math class ≤ 100 % of the number of meetings with resilience and
tenacity.
y=−31.498