Assessing Students’

Mathematics Related Beliefs

System in Indonesian context

Achmad Hidayatullah, Csaba Csíkos

University of Szeged (SZTE), Hungary

International Conference of Mathematics Education, Learning, and

Application (ICOMELA), 30-31 October 2021
University of Jember
 Outline

1 2 3 4 5

Introduction Aim of Study

Results
Theoretical Research
Background Methods
 Introduction
The importance of investigating students' beliefs has been highlighted in
several recent studies from different aspects

Beliefs study in the specific field mathematics education, in the

developing countries such as Indonesia still rare

Mathematics related beliefs system questionnaire

According to PISA, Indonesian students has poor performing in

mathematics

Gender issue still exist in Indonesia.

Theoretical Background Mathematics Related Beliefs System
Definition of MRBQ
Beliefs about mathematics
Questionnaire
education Beliefs about their specific class
The implicitly or explicitly held context :(1)beliefs about the role and
contains:(1)students’ beliefs
subjective conceptions the functioning of their teacher,(2)
students hold to be true about about mathematics, (2)
beliefs about the role and the
mathematical learning and functioning of the students in their
mathematics education, about
problem solving, and (3) own class , and(3) beliefs about the
themselves as mathematics
mathematical teaching. socio-mathematical norms and
learners, and a bout the
practices in their class.
mathematics class context.

Beliefs about the self refer to(1)

their intrinsic goal orientation
beliefs related to mathematics,
(2)extrinsic goal orientation
beliefs, (3) task value beliefs,
(4)control beliefs, and (5)self-
efficacy beliefs.
MRBQ and Belief's definition
Problematics Word Beliefs studies is begun by Perry’s work that inspire the
Gender and relation on students’ beliefs
researchers in the various domains[12]. Beliefs are difficult to
Gender gap is still exist in education. For describe precisely, even though they have been extensively
example, Study by Fogasz : mathematics is boy studied in different fields and have a wide range of interpretations
domain. According to Shafiq, In religious
countries such as Indonesia, boy overachieve
than girls.
 Research Aims
No students' mathematics-related beliefs system study done in
Indonesia

We have no instruments to measure the specific structure of

students’ beliefs about mathematics education in Indonesian
version.

We have not information students’ beliefs about mathematics

in Indonesian context based on gender differences
 Research Questions

Could we find empirical evidence of adaptation MRBQ that

support the validity as a represented theoretical framework in
the Indonesian Context?

Gender gap is serious issue in Religious countries, particularly

the equity of opportunity for boys and girls students. Is there
differences of boys and girls students’ mathematics related beliefs
system in Indonesia?
 Research methods
Design Data Collection Instrument
Participant : 281 Eight grade
MRBQ is developed by Op’t Eynde and De Corte. The original
students, five school in MRBQ was administrated to 365 Flemish junior High School. Using
exploratory factor analysis four factor have been identified:
Indonesia
1. Beliefs about the role and functioning of their own teacher
Boys : 134, Girls : 147 (16 items)
2. Beliefs about he significant of and competence in
mathematics (13 items)
3. Mathematics as a social activity (9 items)
Mean Age : 13.9 4. Mathematics as a domain excellent (6 items)

Random sampling method

 Procedure and Data Analysis

1 2 3 4

Translating REVIEW COLLECTING DATA DATA ANALYSIS

MRBQ in the Google form was EFA,( Varimax rotation,

MRQB was translated to
Indonesian language used to collect data maximum likelihood
the Indonesian language
version was checked because the parameter estimate,
and checked by a
by other Indonesian pandemic situation
translator and eigen value > 1, Loading
researchers and factor 0.4.
professional institution.
several junior high Cronbach Alpha and
Several items were
school teachers McDonalds’ ω,
modified in order to more
before collect data.
proper for Indonesian Descriptive statistic and
students. Independent sample t-
test
 Exploratory Factor Analysis Results
Table 1. KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .887
Bartlett's Test of Sphericity Approx. Chi-Square 1324.4882
df 699
Sig. .000

MRBQ Original MRBQ Indonesian Version Cronbach's α McDonald's ω

1. Beliefs about the role and 1. Beliefs about the role and functions of 0.888 0.889
functioning of their own teacher (16) their own teacher (11 items)
2. Beliefs about the significant of and 2. beliefs about mathematics as a discipline 0.874 0.875
competence in mathematics (13) and competence in mathematics (11 items)
3. Mathematics as a social activity (9) 3. beliefs about the self as mathematics 0.826 0.832
learner (5 items)
4. Mathematics as a domain excellent 4. Mathematics as a domain excellent (6) 0.705 0.702
(6)
44 items 32 items
EFA,( Varimax rotation, maximum likelihood parameter estimate, eigen value > 1, Loading factor 0.4.
12 items were removed regarding factor loading issue, we remain 32 items.
 Intercorrelation between factors of MRBQ

F2
F1 F3 F4
Beliefs about the
Beliefs math as a
Beliefs about self as Beliefs about math students with favourable
discipline and
role and functioning
competence in
a mathematics as a domain believe about themselves
teacher learner excellent
mathematics as a mathematics learners
F1. Beliefs about the role indicated to believe about
1.00
and functioning teacher
F2. Beliefs math as a
the role and functioning of
discipline and competence 0.597 1.00 their own teacher (r =
in mathematics 0.476) and to believe in
F3. Beliefs about self as a
0.476 0.514 1.00 mathematics as a discipline
mathematics learner and competence in
F4. Beliefs about math as a
0.359 0.386 0.396 1.00 mathematics (r = 0.514).
domain excellent

The pairs of factors two and factor 1 had the highest correlation (r = 0.597). students with beliefs
about mathematics as a discipline and competence in mathematics are more likely to believe
about the role and functioning of their own teacher.
 Descriptive students’ mathematics related beliefs system

Group N Mean SD
F1. Beliefs about the role and
functioning teacher
Girls 147 43.42 7.075
Boys 134 43.87 7.792
F2. Beliefs math as a discipline and
competence in mathematics
Girls 147 44.31 6.736
Boys 134 44.43 7.409
F3. Beliefs about self as a mathematics
learner
Girls 147 15.23 4.390
Boys 134 16.77 4.692
F4. Beliefs math as a domain excellent Girls 147 17.02 3.888
Boys 134 18.12 3.817

The data showed boys’ (M =16.769, SD = 4.692) students more believing mathematics as a discipline and competence
in mathematics than girls' students (M = 15.231, SD = 4.390).

In the fourth factor is also indicated that the boys' students more believe about mathematics as a domain excellent than
girls’ students, M = 18.119, SD = 3.817 for boys and M = 17.020, SD = 3.888 for girls’ students.
 Differences between boys’ and girls’ beliefs

Mean SE Cohen's
t df p
Difference Difference d
F1. Beliefs about the role and
-0.509 279 0.611 -0.45 0.887 -0.061
functioning of their own teacher
F2. Beliefs about mathematics as
a discipline and competence in -0.150 279 0.881 -0.13 0.844 -0.018
mathematics
F3. Beliefs about self as a
-2.837 279 0.005 -1.54 0.542 -0.339
mathematics learner
F4. Beliefs math as a domain
-2.387 279 0.018 -1.10 0.460 -0.285
excellent
Note. Student's t-test.

we found the significant differences between boys and girls students in the beliefs about the self as mathematics
learner Mean Difference = -1.54, p = 0.005 < 0.05 (M =16.769, SD = 4.692 for boys students and and M =
15.231, SD = 4.390 for girls students) the beliefs about mathematics as a domain excellent Mean Difference= -
1.10, p = 0.018 < 0.05 (M = 18.119, SD = 3.817 for boys and M = 17.020, SD = 3.888 for girls students) even
though the girl students’ participant is higher than boy students.
Conclusion
• The validity of MRBQ in Indonesian Version . EFA was performed as the
analysis method of the determining variation and covariation indicators of
MRBQ. Four factors have been identified; we found the new factor for
Indonesian version.

• Overall, the factors of MRBQ had high reliability.

• All the factors correlate each other

• There are significane differences between boys and girls students relate
to believe about the self as a mathematics learner and beliefs about
mathematics as a domain excellent.
Limitation and future research
• Sample dan measurement validity
• Present study only measure students' beliefs
• Future research need to use larger sample and different grade
• Another method is required, CFA, Convergency and Discriminant
validity
• Future research, connected MRB to students' performance
• Future research require to examine students’ beliefs about ICT or
technology in mathematics learning
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Thank you, Terimakasih