Electronic Theses and Dissertation

Penelitian ini menyelidiki tingkat self-efficacy, belief, kompetensi matematika, dan literasi statistika mahasiswa angkatan 2022 program Sarjana Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Syiah Kuala; dan menyelidiki apakah self-efficacy, belief, dan kompetensi matematika berpengaruh pada literasi statistika. Pendekatan Structural Equation Modeling (SEM) dengan algoritma Partial Least Square (PLS) digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa self-efficacy, belief, kompetensi matematika, dan literasi statistika mahasiswa angkatan 2022 program Sarjana Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Syiah Kuala berada pada kategori "sedang". Indikator yang signifikan adalah delapan indikator dari self-efficacy antara lain: yakin bisa dalam bidang Matematika, kemampuan beradaptasi diri di kelas matematika, semangat ketika belajar matematika di kelas, lamanya waktu untuk belajar matematika di kelas, kebosanan belajar matematika, ketekunan dalam memecahkan masalah, pengalaman dalam matematika, dan kecemasan tentang matematika; enam indikator belief antara lain: kepercayaan diri dalam menyelesaikan tugas dengan baik, optimis dengan hasil tes, motivasi untuk belajar Matematika, kemampuan untuk memperbaiki kesalahan ketika gagal, tantangan pertanyaan sulit dan waktu terbatas yang tersedia, dan percayaan bahwa matematika diterapkan di banyak bidang; dan tiga indikator kompetensi Matematika yaitu kemampuan menjawab tes pengetahuan matematika, hasil ujian tengah dan akhir semester mata kuliah Pengantar Kalkulus. Setelah evaluasi indikator yang tidak signifikan dalam model SEM-PLS, ditemukan bahwa hanya variabel self-efficacy yang memiliki pengaruh signifikan terhadap literasi statistika. Sementara itu, belief dan kompetensi matematika tidak berpengaruh signifikan terhadap literasi statistika.

Kata Kunci: Literasi Statistika, Self-efficacy, Belief, Kompetensi Matematika, SEM-PLS

In this study, we investigated the levels of self-efficacy, belief, mathematical competence, and statistical literacy of students of the class of 2022 of the Undergraduate Program of the Syiah Kuala University Faculty of Mathematics and Natural Sciences; and we investigated whether self-efficacy, belief, and mathematical competence have an effect on statistical literacy. The Structural Equation Modeling (SEM) approach of the Partial Least Square (PLS) algorithm was used. The results showed that the self-efficacy, belief, mathematical competence, and statistical literacy of students of the class of 2022 of the Undergraduate Program of the Syiah Kuala University Faculty of Mathematics and Natural Sciences were in the "moderate" category. Significant indicators are eight indicators of self-efficacy, that is confidence in doing mathematic, self-adaptability in mathematics class, passion when learning mathematics in class, length of time to learn math in class, boredom of learning mathematics, perseverance in solving problems, experience in mathematics, and anxiety about mathematics; six indicators of belief, that is the confidence in completing the task well, being optimistic about test results, the motivation to learn Mathematics, the ability to fix errors when failing, the challenges of difficult questions and limited time available, and the confidence that mathematics is applied in many other fields; three indicators of mathematical competence, that is student’s mathematics knowledge test, their midterm and final test results of the Introduction to Calculus course. After removing all insignificant variables in the SEM-PLS model, it was found that only the self-efficacy variable had a significant effect on statistical literacy. Meanwhile, belief and mathematical competence do not have a significant effect on statistical literacy. Keywords: Statistical Literacy, Self-efficacy, Belief, Mathematical Competence, SEM-PLS