Mathematical Disposition and Mathematical Self-efficacy: How Do They Affect Mathematics Learning Outcomes Based On Gender?

Abstract

Mathematics must be taught in education because it is inseparable from the development of science and technology and in everyday life. In terms of psychology, mathematics learning outcomes are influenced by mathematical disposition and mathematical self-efficacy. Gender is also an important factor in improving students' mathematics learning outcomes. This study aims to determine the effect of mathematical disposition and mathematical self-efficacy simultaneously on students' mathematics learning outcomes in terms of gender. This research is included in quantitative descriptive research with a correlational approach. The independent variables in this study are mathematical disposition and mathematical self-efficacy, while the dependent variable is students' mathematics learning outcomes. The population of this research is X and XI grade high school students in Yogyakarta. The sample of this study amounted to 189 respondents, with 110 males and 79 females. The results of this study are: 1) mathematical disposition has a significant influence on mathematics learning outcomes in male female students; 2) mathematical disposition has a significant influence on mathematics learning outcomes in female students; 3) mathematical self-efficacy has a significant influence on mathematics learning outcomes in male students; 4) mathematical self-efficacy has a significant influence on mathematics learning outcomes in female students; 5) mathematical disposition and self-efficacy simultaneously have a significant influence on mathematics learning outcomes in male students; 6) mathematical disposition and self-efficacy simultaneously have a significant influence on mathematics learning outcomes in female students; 7) mathematical disposition has a significant effect on mathematics learning outcomes when mathematical self-efficacy is taken into account in male students; 8) mathematical self-efficacy has no significant effect on mathematics learning outcomes when mathematical disposition is taken into account in male students; 9) mathematical disposition has no significant effect on mathematics learning outcomes when mathematical self-efficacy is taken into account for female students; 10) mathematical self-efficacy has no significant effect on mathematics learning outcomes when mathematical disposition is taken into account for female students.