ANALISIS SELF-EFFICACY CALON GURU MATEMATIKA TERHADAP PENGGUNAAN FINANCIAL NUMERACY SEBAGAI DIMENSI KONSEPTUAL DALAM PEMBELAJARAN MATEMATIKA
Abstract
Self-Efficacy is one of the factors that influence a teacher's ability to achieve successful learning in the classroom. Numerous studies have shown that finance or finance is a positive context for mathematics education because it involves students in decision-making situations that raise aspects of mathematical thinking. In this study, we wants to analyze how the self-efficacy of prospective mathematics teachers relates to the use of financial contexts in learning mathematics. The data was obtained through a self-efficacy questionnaire which was filled out by 24 prospective mathematics teachers. Questionnaire data were analyzed by make a comparative test of self-efficacy significance based on three categories, namely level of study, knowledge of the banking context, and knowledge of banking terms and concepts. The results of the study show that only knowledge of banking terms and concepts has a significant influence on the self-efficacy of prospective mathematics teachers in using financial contexts. This implies that prospective mathematics teachers need to be provided with initial knowledge of various banking transaction terms and concepts in mathematics teacher education in order to be able implementing financial numeracy learning.
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