ICoMaSEdu 2023

International Conference of Matheamatics, Science, and Education

Students Mathematical Cricital Thinking Ability Process

Based On Self-Efficacy

Adelia Eka Putri1,a), Ayu Faradillah1,b)

1
Department of Mathematics Education, Universitas Muhammadiyah Prof.DR.HAMKA

ayufaradillah@uhamka.ac.id
Liaekaa321@gmail.com

Abstract. The ability to think critically in learning mathematics can facilitate students by understanding content,
analyzing concepts, planning calculation strategies and providing appropriate conclusions on problems. But in fact,
students' critical thinking skills are still not optimal because students lack confidence in solving problems. So that student
self-efficacy has a relationship with different levels of students' critical thinking. Therefore, a more in-depth study of this
topic is needed.
This study aims to describe and analyze students' critical thinking skills in circle material in terms of high, medium, and
low self-efficacy.
This research uses mixed methods with quantitative and qualitative approaches. Quantitative data collection techniques
using questionnaires and tests. While qualitative data collection techniques using observation, interviews, and
documentation. Checking the validity of the findings through source and technique triangulation. The research results
were analyzed descriptively using the Miles, Huberman, and Saldana techniques, namely data condensation, data
presentation, and drawing conclusions.
The results of the study show that: 1) Students with high self-efficacy fulfill 4 indicators namely interpretation, analysis,
evaluation, and inference well. However, there are weaknesses in the interpretation indicators where students are
incomplete in writing information according to the context of the questions. 2) Students with moderate self-efficacy
fulfill indicators of interpretation and analysis well. While the evaluation and inference is quite good. This is because
students only write down concepts without explanation and at the end of the answers are not equipped with a unit of
account. 3) Students with low self-efficacy only meet 2 indicators, namely interpretation and analysis, while evaluation
and inference still do not meet the criteria because students make mistakes. in counting so that the conclusions given are
not appropriate in the context of the questions given