The Increasing Self-Efficacy and Self-Regulated Through GeoGebra Based Teaching reviewed from Initial Mathematical Ability (IMA) Level

Zetriuslita, Zetriuslita and Nofriyandi, Nofriyandi and Istikomah, Endang (2021) The Increasing Self-Efficacy and Self-Regulated Through GeoGebra Based Teaching reviewed from Initial Mathematical Ability (IMA) Level. International Journal of Instruction, 14 (1). ISSN 1308-1470

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Abstract

The purpose of this study was to identify improvements in Self Efficacy and selfregulated through GeoGebra Based Teaching seen from the level of students' initial mathematical abilities. The research method used was a mixed-method with a sequential explanatory strategy, while the research design was an untreated control group design with pretest and posttest. the experimental group obtained direct learning using GeoGebra software while the control group obtained conventional learning. The population in this study were university students of mathematics education department at the Islamic University of Riau who took the field and space analytic geometry course. The research sample consisted of two classes taken by a cluster random sampling technique. The research instruments used were self-efficacy questionnaire and self-regulated questionnaire for getting quantitative data and interview guidelines for getting qualitative data. Data analysis was carried out quantitatively and qualitatively and data processing used Microsoft excel and SPSS from the quantitative and qualitative data analysis, it was concluded that GeoGebra based teaching was effective in improving students' self-efficacy and self-regulated. Judging from the level of students' initial mathematical abilities, there was an increase in self-efficacy and self-regulated through GeoGebra based teaching from both high, medium and low levels.

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