Seberapa Yakin Dirimu terhadap Matematika? Uji Validitas dan Reliabilitas Instrumen Angket Self Concept serta Gambaran Konsep Diri dalam Pembelajaran Matematika

Defi Angriani; Nana Sepriyanti; Alya Rozali Ramadhani; Mutia; Ruhama Wazna

Authors

Defi Angriani Universitas Islam Negeri Imam Bonjol Padang Author
Nana Sepriyanti Universitas Islam Negeri Imam Bonjol Padang Author
Alya Rozali Ramadhani Universitas Islam Negeri Imam Bonjol Padang Author
Mutia Universitas Islam Negeri Imam Bonjol Padang Author
Ruhama Wazna Universitas Islam Negeri Imam Bonjol Padang Author

Keywords:

mathematics learning, reliability, self concept, validity.

Abstract

This study aims to analyze a self-concept attitude questionnaire instrument in the context of mathematics learning. Self-concept is an affective factor that influences how students perceive and assess their own ability to understand and complete mathematical tasks. The instrument was developed based on indicators proposed by Sumarmo, covering five main aspects: confidence in speaking or performing in class, acceptance of mathematics lessons, attention from teachers or peers, confidence in completing mathematical tasks, and self-assurance when facing evaluations. The respondents were students from the 24th cohort of the Mathematics Education (Tadris Matematika) program, as they are considered representative for evaluating affective aspects at the higher education level. The evaluation procedure included content validation by three experts, empirical validity testing using Pearson's correlation, and reliability testing using Cronbach's Alpha. The results of the analysis showed that out of 30 questionnaire items, 21 were declared valid with a correlation coefficient (r) ≥ the critical value (0.413), and the reliability score was 0.917, which falls into the very high category. These findings indicate that the developed questionnaire is a valid and reliable tool for accurately and consistently measuring students' self-concept in mathematics learning, particularly in the context of higher education.

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