Universal Journal of Educational Research 8(10): 4661-4670, 2020 http://www.hrpub.

org
DOI: 10.13189/ujer.2020.081035

Mathematical Communication Profile in Solving

Probability Problems Reviewed by Self-efficacy of
Prospective Mathematics Teachers
A. Shodiqin*, Sukestiyarno, Wardono, Isnarto, S. B. Waluya, Rochmad

Department of Mathematics Education, Postgraduate Program, Universitas Negeri Semarang, Semarang, Indonesia

Received June 23, 2020; Revised August 3, 2020; Accepted August 25, 2020

Cite This Paper in the following Citation Styles

(a): [1] A. Shodiqin, Sukestiyarno, Wardono, Isnarto, S. B. Waluya, Rochmad , "Mathematical Communication Profile in
Solving Probability Problems Reviewed by Self-efficacy of Prospective Mathematics Teachers," Universal Journal of
Educational Research, Vol. 8, No. 10, pp. 4661-4670, 2020. DOI: 10.13189/ujer.2020.081035.
(b): A. Shodiqin, Sukestiyarno, Wardono, Isnarto, S. B. Waluya, Rochmad, (2020). Mathematical Communication Profile
in Solving Probability Problems Reviewed by Self-efficacy of Prospective Mathematics Teachers. Universal Journal of
Educational Research, 8(10), 4661-4670. DOI: 10.13189/ujer.2020.081035.
Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract Mathematical communication plays a very Keywords Mathematical Communication,

important role in learning mathematics, so it needs to be Probabilistic Problem Solving, Self-efficacy
developed in mathematics learning. Mathematical
communication is the process of conveying mathematical
ideas to obtain a shared understanding between those who
give and receive information. This study aims to describe
1. Introduction
the mathematical communication profile of prospective
mathematics teachers based on self-efficacy in solving Communication is urgent, in mathematics [1].
probabilistic problems. By solving probabilistic problems, Communication is an urgent part of the five learning
it can improve probabilistic thinking, so that probabilistic process skills that students must possess in learning
problem solving can improve the ability to think at a higher mathematics, namely: reasoning and evidence,
level or Higher Order Thinking Skill, which is urgently problem-solving, connections, communication, and
needed today. This qualitative research is a study case. representation [2]. Communication becomes an important
Subjects in this study were prospective mathematics part of mathematics and mathematics education. So in
teachers selected based on self-efficacy. The instruments solving mathematical problems, mathematical
communication skills are needed.
used in this study were written tests and guided interviews
Mathematical communication is an important
based on probabilistic problems. Then the subjects were
competency that must be developed in mathematics
interviewed based on their work on the assignment. Data
learning [3]. [4] state that mathematical communication is
collection techniques are done through observation,
an aid in the transmission of mathematical knowledge or
interviewing, and documentation, while the data analysis as a foundation in building mathematical knowledge.
technique used by researchers uses the Miles and Whereas (Rich & Aydin, 2016) states that mathematical
Huberman model, namely by the process of (1) reduction communication is a process of conveying mathematical
data, (2) presentation data, and (3) drawing conclusions ideas so that a mutual understanding is obtained between
and verification. The results showed that prospective those who gives and receives information.
mathematics teachers who had different self-efficacy in Communication and conceptualization of mathematics
solving probabilistic problems had different mathematical have a strong component contained in mathematics
communication skills. learning [5].
4662 Mathematical Communication Profile in Solving Probability Problems
Reviewed by Self-efficacy of Prospective Mathematics Teachers

A student in solving the problems that contain an optimize students' probabilistic thinking skills, proper
element of uncertainty usually uses the word possibility to probabilistic learning planning is required [14].
present the degree of belief subjectively to the emergence In solving problems one of them requires learning
of an event. How to think about something that is used to independence. Learning as a cognitive process is
describe the way people to understand their world, to solve influenced by several factors including individual state
problems that contain an element of uncertainty, is called a factors, initial knowledge, attitude factors, individual
probabilistic thinking model. factors, content, and presentation methods [15]. One of the
One interesting thought process to study is the important things of each individual which influences
probabilistic thinking process. Probabilistic is one of the learning is self-regulated learning. Self-regulated learning
mathematical sciences related to uncertainty. One branch is defined as a careful design process and self-monitoring
of statistics relating to the problem of predicting and of cognitive and affective processes in completing
hoping is the probabilistic theory [6]. Next, probabilistic academic assignments [15][16]. The characteristics of
problem solving is solving problems related to learning independence describe the state of high individual
probabilities that are not normally solved by routine personality and contain a metacognitive process in which
procedures that have been mastered by students before. the individual consciously designs, implements, and
Probabilistic thinking is a way to get non-routine evaluates his learning and himself carefully. So that
problem solving from mathematical problems, this shows Self-efficacy is an unbiased part that can be released from
that probabilistic problem solving is a higher-order learning independence. In the learning process students are
thinking skill (HOTS), because it characterizes high influenced by the ability of mathematical connections and
thinking. Three categories indicate the ability of Higher students' self-efficacy [17]. There is a positive relationship
Order Thinking Skills (HOTS), namely: (1) bring up the between self-efficacy and self-regulated learning [18].
transfer of one concept to another, (2) examine ideas and Self-efficacy is one's belief in his ability to organize and
information critically, (3) use information to solve the implement a series of actions to achieve the desired
problems [7]. outcome [19]. One of the attitudes that need to be held in
There are several stages or categories in probabilistic learning mathematics is self-confidence which is identical
thinking that have been built, including according to [8] in to self-efficacy [20]. Self-efficacy is a student's
developing probabilistic thinking has four phases, namely: self-confidence in his ability in learning mathematics.
classical stage, empirical concept stage, subjectivist Mathematical self-efficacy is an important thing that can
concept stage, formal or axiomatic concept stage. Whereas affect student learning and performance in the following
[9] constructing probabilistic reasoning offers four lessons [21]. Based on research [22] in addition to
categories, namely: (1) type of strategy, (b) representation, mathematical communication skills, self-efficacy or
(c) use of probabilistic language, (4) nature of cognitive self-confidence have a simultaneous influence on
barriers. mathematical communication skills. According to[23] the
Based on the results of research related to probabilistic higher one's self-efficacy is in their ability to formulate
thinking, including Sharma (2012) shows that the majority concepts, convey ideas, sharpen ideas to convince others,
of students do not have a clear idea of probability the higher their mathematical communication abilities. The
construction, as well as probabilistic thinking can be higher the self-efficacy, the better the activities are carried
developed in a learning environment with a design out in various tasks and responsibilities [24]. Based on the
allowing students to explore, make guesses, and evaluate results of the study [25] obtained information that students
[10]. who have low self-efficacy, mathematical communication
While the results of research from [11] also showed skills are also low.
results that were not much different. A total of six VII Furthermore, communication becomes an essential part
grade students of SMP Negeri 13 Malang were the subject of mathematics and mathematics education.
of the study, only 2 people were at level 4, while 4 other Communication is a way to share ideas and clarify the
people were at a level below 4. [12] students' probabilistic understanding [26]. This research is a theoretical and
thinking processes cannot be seen from the age factor alone. conceptual construction of instruments that can be used
Some students show that their level of probabilistic for mathematical communication processes of prospective
thinking is at a level below their age. While the results of mathematics teachers in solving probabilistic problems
the study [13] show that students who have field-dependent based on the perspective of learning independence. In
learning styles are at level 2 while independent fields are at solving the problems one of them is needed self-efficacy
level 4. in learning. The results of this study can complement
Three categories cause students to have difficulty in existing mathematical learning theories, especially those
solving probabilistic problems: (1) understanding relating to mathematical communication, self-efficacy
probabilistic problems, (2) choosing and using strategies learning, and the development of probabilistic
that are suitable for solving the problems, (3) problem-solving abilities.
computational processes in solving the problems [14]. To This research is expected to be able to construct
 Universal Journal of Educational Research 8(10): 4661-4670, 2020 4663

theoretical and conceptual instruments so that they can be techniques use the model of Miles and Huberman, in terms
used for mathematical communication processes for of (1) the process of reduction data, (2) the process of
prospective mathematics teachers in solving the presenting data; and (3) drawing conclusions and
probabilistic problems based on the perspective of verification [28][29]. To validate the data, the technique
self-efficacy. The results of this study can complement triangulation method is used [30]. The triangulation
existing mathematical learning theories, especially those technique uses the same source but uses different data
relating to the development of probabilistic collection techniques [31], as for the quantitative learning
problem-solving abilities. With the mathematical outcomes in terms of mathematical communication and
communication process of students in solving probabilistic self-efficacy learning in solving the probabilistic problems.
problems with good, teachers are expected to know the
extent of the ability of problem-solving by students. 2.3. Sampling and Instruments
Completed solving by students can be used as a source of
information for teachers to design appropriate learning so This research was conducted on 36 prospective
that learning can run optimally. mathematics teachers of mathematics education at
Based on the above background, the formulation of the University PGRI Semarang, Central Java. From 36
problem in this study is: "how is the mathematical prospective mathematics teachers, 3 subject categories
communication process in solving the probabilistic were selected based on their abilities. Data were collected
problems in terms of the self-efficacy mathematics teacher in February and March 2020. Based on the easily
candidates?". So the purpose of this study is: "want to accessible location, the problem raised following the
know the process of mathematical communication in existing problem, the selection of heterogeneous subjects,
solving the probabilistic problems in terms of self-efficacy and then this study was conducted at the University of
mathematics teacher candidates". PGRI Semarang. Student subject research participants
were selected using a purposive technique chosen based on
self-efficacy with consideration of researchers and
2. Materials and Methods supporting lecturers. The instruments used in this study
were questionnaires, written tests, and guided interviews
2.1. Research Method based on the tasks raised by the problem. Before using the
This descriptive of qualitative research analyzed the instrument, the instrument was first validated by three
mathematical communication process in solving the validators who were experts in mathematics education and
probabilistic problems in terms of the personality of were declared eligible to be used to analyze the
prospective mathematics teachers. Prospective mathematical communication profiles based on
mathematics teachers who take mathematics statistics self-efficacy to solve probabilistic problems. The
courses are the subjects of this study. determination of the subject of self-efficacy is categorized
based on low, medium, and high. The instrument was used
2.2. Analysis Techniques was a questionnaire with a scale of 1 up to 4 (from strongly
agree to strongly disagree). For subject selection you can
The data collection is done through observation,
see the following table:
interviewing, and documentation [27]. Data analysis

Table 1. Participation in research

Selected Participant
Self Efficacy Participant Code
With Code*
Self Efficacy Low R1*, R2, R3, R4, R5, R6, R7, R8, R9 R1
*
B1 , B2, B3, B4, B5, B6, B7, B8, B9, B10, B11, B12,
Self Efficacy Medium B1
B13, B14
H1*, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12,
Self Efficacy High H1
H13
4664 Mathematical Communication Profile in Solving Probability Problems
Reviewed by Self-efficacy of Prospective Mathematics Teachers

In qualitative researchers the instrument or research tool chosen from the following opinions: (1) able to make
is the researcher himself [27]. The research was assisted arguments based on understanding problems and
with assistive instruments, namely written tests, interview, convincing conjectures, (2) able to solve and evaluate
and self-efficacy test instruments. The analysis data was problems in writing based on understanding mathematical
carried out prior to the field, at the time in the field, up to ideas, (3) presenting with mathematical tables and graphs,
the reporting of research results. (4) can conclude the answer to the problem.
According to Stipek [32] suggested that learning From the opinions of the existing mathematical
strategies develop learner self-efficacy include: communication indicators the indicators are chosen as
(1) Specific teach strategies. Teach students specific follows, namely: (1) presenting mathematical statements in
strategies, such as outlining and summaries, which symbols, pictures, writing, and notations; 2) submitting
can improve their ability to focus on their conjectures and convincing arguments; 3) Written to be
assignments. able to understand and evaluate probabilistic problem
(2) Guide the students in setting goals. Help them make solving; 4) making conclusions with convincing arguments
short-term goals after they make long-term goals. according to the questions.
Short term goals mainly help students to assess their The probabilistic problem raised is the problem that
progress. arises in the theory of opportunity and the function of the
(3) Consider mastery. Give rewards to student probability of arising, which arises in the probabilistic
performance, rewards that imply appreciation for the problem. After getting a subject in the category of
mastery of the material, not just rewards for doing self-efficacy, the following problems are given.
assignments.
(4) Provide support for students, positive support coming Problem 1
from teachers, parents, and peers. If X stated how many mangoes were to be taken by
Self-efficacy is an individual's view of his abilities in Nurya from a bag containing 4 mangoes and 3 oranges, if
certain academic fields, which places his position in he took 3 fruits at once, Question:
overcoming situations and resolving the problems he faces. a). Describe the sample space of the incident?
The self-efficacy indicators based on these definitions are: b). Determine the possible opportunity function of the
a) able to overcome the problem at hand, b) be sure of your event?
own success; c) dare to face challenges; d) dare to take c). Determine the variance of the number of mangoes
risks; e) be aware of her strengths and weaknesses; f) able taken by Nurya or Variant (X)?
to interact with other people; g) realizing his strengths and
weaknesses [19] and Hoban, Serland Raine in [33].
Furthermore, there are several indicators related to 3. Results and Discussion
communication skills, including according to [34] and [2], From the selection of subjects based on self-efficacy by
Mathematical PPPG TEAM in [35], While mathematical selecting 3 subjects namely subjects R1, B1, and T1 and
communication indicators follow [36], it is as follows: (1) after the subject worked on the problem, the following
mathematical ideas are reflected and classified, (2) the results were obtained:
language of mathematical symbols is connected with
everyday language, (3) reading, listening, evaluating skills, 3.1. Subjects with Low Self-efficacy
are used to interpret mathematical ideas, and (4)
mathematical ideas are used to make guesses and make Subject with Self-efficacy is subject R1, the following
persuasive arguments. Communication indicators were description is obtained:
 Universal Journal of Educational Research 8(10): 4661-4670, 2020 4665

Figure 1. Answers from Subject R1

Based on Figure 1, the answer to subject R1, 1) Subject problems in writing based on an understanding of
R1 in completing the description of the test it appears that mathematical ideas, this is shown in writing the
R1 can be identified as his written communication skills in opportunity function and the value of variant X which is
understanding the problem by writing things that are not correct. 4) the conclusions that have made are not
known and asked are still incomplete. The subject R1 has following the questions asked and appear to be
not been able to determine the alleged sample space and inconclusive.
convincing arguments, this is shown from the answers that
have not been able to describe the way of selecting the 3.2. Subjects with Medium Self-efficacy
sample space object so that the resulting estimation in
determining the opportunity function is not right. 2) From Figure 2 the answer of subject B1 in solving
probabilistic problems shows that B1 can be identified as a
Subject R1 is not perfect in presenting mathematical
mathematical communication profile as follows 1) in the
statements in a symbolic form in a box, it can be seen from
beginning subject B1 can understand the problem by
describing the many ways of taking fruit in the bag. In the
writing things that are known and asked. Subject B1 was
interview subject R1, it seems that his understanding of the also able to submit conjectures and arguments that
preparation of objects is still lacking. Following on from convinced this was shown from the answers that could
the interview from subject R1. illustrate how to find sample space. 2) Subject B1 can
Researcher : According to the diagram of answer present mathematical statements symbolically with tree
number (a) already illustrate how to diagrams, to illustrate the sample space. 3) Subject B1 can
determine the sample space for the understand the problem, and answer the opportunity
event? function of X, but Subject B1 is not shown the calculation
Subject R1 : In my opinion, the diagram already process to get the opportunity function, in the evaluation of
reflects the way to determine the subject B1 has not been able to fully evaluate the answer
sample space, because the problem correctly it is indicated by the calculation of E (𝑋 2 ) or
has already been explained 3 times. expectation value 𝑋 2 which, the concept in answering is
3) Subject R1 has not been able to solve and evaluate the correct but not quite right in its calculation.
4666 Mathematical Communication Profile in Solving Probability Problems
Reviewed by Self-efficacy of Prospective Mathematics Teachers

Figure 2. Answers from Subject B1

4) In making conclusions, subject B1 in the argument Subjects with high Self-efficacy are H1 subjects,
has been convincing following the question, but there is an obtained mathematical communication description in
incorrect calculation in calculating the expectations of and solving the probabilistic problems as follows:
Variant of X. The in-depth interview section with subject From Figure 3 the answers of the H1 subject in
B1 is as follows: completing the test, H1 can be identified in written
mathematical communication in understanding
Researcher : How to determine the density
probabilistic problem solving as follows: 1) H1 subjects
function of opportunities?
can write things that are known and asked well, subject H1
Subjek B1 : Starting from determining the sample
is also able to propose alleged spaces random variables, to
space, then determining the
get the probability function from taking fruits in a bag and
opportunities.
be able to make convincing arguments, this is shown from
Researcher : Why did not write down the process
the answers that can illustrate how to determine the
to get the opportunity density function?
probability function of the random variable X. 2) subject
Subjek B1 : By looking at what appears in the
H1 can present mathematical statements in a symbolic
sample space on the tree diagram
form box, but haven’t yet completed in describing the
Researcher : Are the calculations of E (X) and E
sample space. 3) The H1 subject can solve and evaluate
(𝑋 2 ) matched?
problems in writing based on an understanding of
Subjek B1 : The calculation of E (X) is matched,
mathematical ideas, this is indicated by getting the results
but the calculation of which E (𝑋 2 ) is
of the density of opportunity functions and variants of
still doubtful in its calculation.
random variables X. 4) subject H1 has been able to make
the conclusions with convincing arguments following
3.3. Subjects based on High Self-efficacy question
 Universal Journal of Educational Research 8(10): 4661-4670, 2020 4667

Figure 3. Answers from Subject T1

So that prospective mathematics teachers who have different self-efficacy in solving the probabilistic problems will
have different communication skills. With the table in describing mathematical communication from the ability of
self-efficacy is shown as follows:
Table 1. Mathematical communication based on self-efficacy in solving probabilistic problems
Mathematical
No Communication Low Self-efficacy Medium Self-efficacy High Self-efficacy
Indicator
 Write things that are known
 can write things that are  Can write things that
Understand the and asked, but not perfect
known and asked are known and asked
problem, and submit  Has not been able to
1  Able to submit  Able to propose
conjectures by making determine the alleged
conjectures and random variable
convincing arguments sample space and
convincing arguments spaces
convincing arguments
 Able to present
 Able to present
 Imperfect in presenting mathematical
Present mathematical mathematical statements
mathematical statements statements
2 statements in tables or symbolically with tree
symbolically in the form of symbolically in the
graphs diagrams, to illustrate the
boxes form of a box, but
sample space.
not yet complete
 Able to understand the
 Able to understand
 Have not been able to problem, and answer the
and evaluate
Understand and understand and evaluate opportunity function of X
mathematical ideas
evaluate mathematical mathematical ideas in  The concept used in
3 in solving problems
ideas for solving solving problems answering is correct
in writing correctly
problems  Answering with the  Not being able to fully
 Use the concept in
concept is not right evaluate the answers
answering correctly
correctly
Conclude the answer to  In the argument already  Make conclusions
the problem in  The conclusion made is not convinced according to with convincing
4
accordance with the following the question the question, arguments following
question  Incorrect calculation the question
4668 Mathematical Communication Profile in Solving Probability Problems
Reviewed by Self-efficacy of Prospective Mathematics Teachers

3.4. Discussion mathematical communication skills shown by three

prospective mathematics teachers who are the subject of
From the results obtained, differences in mathematical research. With difference of abilities of self-efficacy
communication skills seen from self-efficacy are shown by students will affect the mathematical communication
three prospective mathematics teachers who were the profile in solving the probabilistic problems. On the subject
subject of the study. R1 with low self-efficacy ability, the mathematical
There are differences, each student communicates communication ability is weak when dealing with
mathematically [37]. The results of interviewing with low probabilistic problem-solving questions that use symbols,
self-efficacy subjects, subject R1 was able to understand but have not been able to answer the problem either
the known and asked, but perfect, in solving the problem verbally or in writing. Whereas the B1 sub-subject with
that can not determine the alleged sample space, and self-efficacy in mathematical communication is quite good
subject R1 has not been able to provide convincing when dealing with probabilistic problem-solving questions
arguments. Subject R1 is not perfect in presenting that use symbols, able to use formulas to answer problems
mathematical statements symbolically in the form of a box. both verbally and in writing, but in the calculation of errors
The subject R1 in solving problems with concepts is still still occur, this results in a lack of evaluation in the process
wrong, and this can be seen from not being able to question.
understand the questions and evaluate the answers with While high self-efficacy in mathematical
mathematical concepts in answering questions. The communication is good. High self-efficacy subjects in
conclusions are made by subject R1 are not in accordance solving the probabilistic problems can use symbols and
with the question. While the results of research from [38] formulas to explain problems both verbally and in writing.
the profile of thinking of students with low mathematical The subject of high self-efficacy can make evaluations and
ability in solving the probabilistic problems, the way of conclusions in solving the probabilistic problems. From
thinking System 1 is using intuition with students regarding these three subjects, it can be concluded that prospective
aspects of the response, strategy, and representation. mathematics teachers who have a different self-efficacy in
For subject B1 being self-efficacy, Subject B1 wrote the solving the probabilistic problems have different
things that are known and asked still complete, able to mathematical communication skills. Furthermore, research
submit conjectures and convincing arguments. The subject is needed to look at the barriers to mathematical
can present the sample space symbolically with a tree communication and effectiveness in solving the
diagram, subject B1 can understand the problem, and probabilistic problems based on self-efficacy. The study of
answer the opportunity function of X. Subject B1 can mathematical communication is solving the probabilistic
answer with the concept is correct, but has not been able to problems in different aspects.
evaluate the answer correctly. In the argument have already
convinced based on the question but the calculation is less
precise. As for prospective mathematics teachers who have
a high self-efficacy category of the four indicators of Acknowledgments
mathematical communication almost meet all indicators,
BPDN institutions have helped fund school fees so that
but the symbolic presentation of mathematical statements
this research can be conducted. Mathematics Education
in the form of a box can present, but is incomplete.
Study Program at Semarang PGRI University has
The needs for student identification in solving the
facilitated the data collection process.
probabilistic problems have various categories [14]. In
solving the probabilistic problems, initial probabilistic
thinking is needed for drawing differences between
thoughts [39]. Self-efficacy will affect the learning of
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