Self-Efficacy and Self-Regulation in Mathematics Learning: Validity and Reliability of Instruments in Private Junior High School Students

Abstract

Measuring junior high school students' self-efficacy in mathematics requires valid and reliable measuring instruments. This study aimed to test the validity and reliability of the instrument of the Self-Efficacy Questionnaire (SEQ) and Self-Regulation Questionnaire (SRQ) of junior high school students in mathematics. This research method uses a quantitative approach. Before being given to students, the SEQ and SRQ were empirically validated by three senior lecturers in mathematics education with average scores of 4.60 > 3.50 and 4.50 > 5.50 respectively. SEQ was given to 9th-grade students of SMP Muhammadiyah 4 Malang City for 30 minutes, and the researcher directly supervised the implementation. The results of SEQ declared valid with sig. (2-tailed) < 0.05 and Cronbach alpha reliability of 0.976 > 0.70, meanwhile the results of SRQ declared valid with sig. (2-tailed) < 0.05 and Cronbach alpha reliability of 0.971 > 0.70. The 20 valid SEQ and SRQ statements can be used to evaluate junior high school students' self-efficacy and self-regulation in mathematics. It is suggested that future researchers test the instrument on a larger population because the students involved in this study were too few, namely nine students, and the number of statements in the questionnaire should also be considered to be compiled in large numbers.

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Author Information
Ovan, Universitas Negeri Surabaya, Indonesia
Yusuf Fuad, Universitas Negeri Surabaya, Indonesia
Mega Teguh Budiarto, Universitas Negeri Surabaya, Indonesia