Mathematical Conceptual Understanding as a Predictor of Self-Efficacy Among Fourth-Grade Students

Nala Kumaimah Iffat; Abu Dharin

doi:10.35445/alishlah.v18i1.9373

Mathematical Conceptual Understanding as a Predictor of Self-Efficacy Among Fourth-Grade Students

Nala Kumaimah Iffat, Abu Dharin

Abstract

Mathematical conceptual understanding is fundamental to meaningful learning and to the development of students’ self-efficacy, an affective factor closely associated with academic success. Despite extensive research on mathematics achievement, limited empirical studies have examined conceptual understanding as a predictor of self-efficacy in non-urban elementary contexts. This study investigated whether mathematical conceptual understanding predicts self-efficacy among fourth-grade students in public elementary schools in Adipala District, Central Java. Employing a quantitative correlational design, 120 students were selected through stratified random sampling. Data were analyzed using Pearson product–moment correlation and simple linear regression. The results revealed a significant positive correlation between conceptual understanding and self-efficacy (r 0.544, p .001). Regression analysis indicated that conceptual understanding significantly predicted self-efficacy ( 0.507, p .001), explaining 29.6 of the variance. These findings underscore the importance of concept-oriented instruction in strengthening both cognitive competence and students’ confidence in elementary mathematics learning.

Keywords

mathematical conceptual understanding; mathematics self-efficacy; elementary mathematics education; non-urban schools; quantitative correlational study

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DOI: https://doi.org/10.35445/alishlah.v18i1.9373