MATHEMATICS SELF-EFFICACY: STUDENTS’ THINKING STYLE IN FIELD ANALYTIC GEOMETRY COURSE
Objectives: This type of research is quantitative and qualitative descriptive research, which aims to find out: 1) Student Learning Outcomes based on their Thinking Style 2) Differences in student learning outcomes in field analytic geometry courses based on their thinking style. 3) The influence of Mathematical self-efficacy on Student Learning Outcomes in the Field of Analytical Geometry Course. The results showed that: (1) Students of the Mathematics Education Study Program who took the analytical geometry course in the field obtained average learning outcomes based on distributed student thinking styles on four types of thinking styles, namely: 47.86 had abstract random thinking styles, 52.38 had concrete sequential thinking styles, 55,262 had concrete random thinking styles, and 64.63 had abstract sequential thinking styles; (2) There are differences in student learning outcomes in field analytical geometry courses based on their thinking style; and (3) There is an influence of Mathematical self-efficacy on Student Learning Outcomes in the Field Analytical Geometry course with a magnitude of influence of 0.078 or (7.8%).
Thinking Style, Mathematics Self-Efficacy, Student Learning Outcomes, Field Analytic Geometry