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Digital Competence, Self-Efficacy, Academic Stress and Perceived Mathematical Problem-Solving Ability Among Madrasah Aliyah Students

Edumatica : Jurnal Pendidikan Matematika · Vol. 16 No. 2 (2026) · hlm. 435–449

DOI
10.22437/edumatica.v16i2.56121
ISSN
2580-0779, 2088-2157
Terbit
2026-08-31
Penerbit
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Inggris

Mathematics performance among Indonesian students remained a pressing concern, yet the joint contribution of digital competence, academic stress, self-efficacy, and academic burnout to students' perceived mathematical problem-solving ability had rarely been examined together. This study examined these relationships among 515 Madrasah Aliyah students in Jambi Province, selected through stratified random sampling and analysed using Partial Least Squares Structural Equation Modelling via SmartPLS. Self-efficacy was the strongest predictor of perceived problem-solving ability (β = 0.397, p < 0.001) but, contrary to expectations, was also positively associated with academic stress (β = 0.369, p < 0.001) and academic burnout (β = 0.133, p = 0.002), suggesting a dark side of high self-belief under competitive conditions. Academic burnout showed an unexpected positive association with perceived ability (β = 0.184, p < 0.001), interpreted as a possible suppression effect. Digital competence was modestly associated with perceived ability (β = 0.116, p < 0.01) but not with stress or burnout, while academic stress was the strongest predictor of burnout (β = 0.446, p < 0.001). The model explained 35.5% of the variance in perceived ability. Psychological resilience mattered more for perceived mathematical competence than digital skills alone, supporting policies pairing digital literacy with stress-regulation support for high-efficacy students.

Bahasa Indonesia

Mathematics performance among Indonesian students remained a pressing concern, yet the joint contribution of digital competence, academic stress, self-efficacy, and academic burnout to students' perceived mathematical problem-solving ability had rarely been examined together. This study examined these relationships among 515 Madrasah Aliyah students in Jambi Province, selected through stratified random sampling and analysed using Partial Least Squares Structural Equation Modelling via SmartPLS. Self-efficacy was the strongest predictor of perceived problem-solving ability (β = 0.397, p < 0.001) but, contrary to expectations, was also positively associated with academic stress (β = 0.369, p < 0.001) and academic burnout (β = 0.133, p = 0.002), suggesting a dark side of high self-belief under competitive conditions. Academic burnout showed an unexpected positive association with perceived ability (β = 0.184, p < 0.001), interpreted as a possible suppression effect. Digital competence was modestly associated with perceived ability (β = 0.116, p < 0.01) but not with stress or burnout, while academic stress was the strongest predictor of burnout (β = 0.446, p < 0.001). The model explained 35.5% of the variance in perceived ability. Psychological resilience mattered more for perceived mathematical competence than digital skills alone, supporting policies pairing digital literacy with stress-regulation support for high-efficacy students.

Kata kunci

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40 penulis · 107 tautan kepenulisan bersama · 4 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • Universitas Jambi
  • Padjadjaran University
  • Universitas Muhammadiyah Enrekang
  • Politeknik Negeri Ujung Pandang
  • Universitas Halu Oleo
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Ade KumalasariUniversitas Jambi9
Sri WinarniPadjadjaran University6
Ranisa JunitaUniversitas Jambi5
Jefri MarzalAfiliasi tidak diketahui3
Kamid KamidAfiliasi tidak diketahui3
Duano Sapta NusantaraAfiliasi tidak diketahui2
Kevin WaldoAfiliasi tidak diketahui2
Siti Enik MukhoiyarohAfiliasi tidak diketahui2
Risky AkbarAfiliasi tidak diketahui2
Bunga Ayu WulandariAfiliasi tidak diketahui2
Suhardi SuhardiUniversitas Muhammadiyah Enrekang2
Raveenthiran VivekanantharasaAfiliasi tidak diketahui2
Fajrul Hidayatullah RizkiaUniversitas Jambi1
Yelli RamalisaUniversitas Jambi1
Rita NingsihUniversitas Jambi1
Kamid KamidUniversitas Jambi1
Balqis Saffanah NabilahUniversitas Jambi1
Susanah SusanahAfiliasi tidak diketahui1
Yulhenli ThabranAfiliasi tidak diketahui1
Hendri HendriAfiliasi tidak diketahui1
Sofyan SofyanPoliteknik Negeri Ujung Pandang1
Maya Ramayang DiandikaAfiliasi tidak diketahui1
Marlina MarlinaAfiliasi tidak diketahui1
Marlina MarlinaAfiliasi tidak diketahui1
Marlina MarlinaAfiliasi tidak diketahui1
Marlina MarlinaAfiliasi tidak diketahui1
Marlina MarlinaAfiliasi tidak diketahui1
Sardin SardinUniversitas Halu Oleo1
Siti Faoziyah Alawiyah ZiyahAfiliasi tidak diketahui1
Dwi AryaniAfiliasi tidak diketahui1
Yeo Wee JohnAfiliasi tidak diketahui1
SuhardiAfiliasi tidak diketahui1
Elfiati ElfiatiAfiliasi tidak diketahui1
Abidin AbidinAfiliasi tidak diketahui1
Elsa NovyartiAfiliasi tidak diketahui1
Agung FebriantoAfiliasi tidak diketahui1
Fadhia Aliva WibowoAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Digital Competence, Self-Efficacy, Academic Stress and Perceived Mathematical Problem-Solving Ability Among Madrasah Aliyah Students</dc:title>
	<dc:title xml:lang="id">Digital Competence, Self-Efficacy, Academic Stress and Perceived Mathematical Problem-Solving Ability Among Madrasah Aliyah Students</dc:title>
	<dc:creator xml:lang="en">Puspita, Yola</dc:creator>
	<dc:creator xml:lang="en">Kurniati, Erisa</dc:creator>
	<dc:creator xml:lang="en">Rohati, Rohati</dc:creator>
	<dc:creator xml:lang="id">Puspita, Yola</dc:creator>
	<dc:creator xml:lang="id">Kurniati, Erisa</dc:creator>
	<dc:creator xml:lang="id">Rohati, Rohati</dc:creator>
	<dc:subject xml:lang="en">academic burnout</dc:subject>
	<dc:subject xml:lang="en">digital competence</dc:subject>
	<dc:subject xml:lang="en">mathematical problem-solving</dc:subject>
	<dc:subject xml:lang="en">PLS-SEM</dc:subject>
	<dc:subject xml:lang="en">self-efficacy</dc:subject>
	<dc:subject xml:lang="id">academic burnout</dc:subject>
	<dc:subject xml:lang="id">digital competence</dc:subject>
	<dc:subject xml:lang="id">mathematical problem-solving</dc:subject>
	<dc:subject xml:lang="id">PLS-SEM</dc:subject>
	<dc:subject xml:lang="id">self-efficacy</dc:subject>
	<dc:description xml:lang="en">Mathematics performance among Indonesian students remained a pressing concern, yet the joint contribution of digital competence, academic stress, self-efficacy, and academic burnout to students' perceived mathematical problem-solving ability had rarely been examined together. This study examined these relationships among 515 Madrasah Aliyah students in Jambi Province, selected through stratified random sampling and analysed using Partial Least Squares Structural Equation Modelling via SmartPLS. Self-efficacy was the strongest predictor of perceived problem-solving ability (β = 0.397, p &amp;lt; 0.001) but, contrary to expectations, was also positively associated with academic stress (β = 0.369, p &amp;lt; 0.001) and academic burnout (β = 0.133, p = 0.002), suggesting a dark side of high self-belief under competitive conditions. Academic burnout showed an unexpected positive association with perceived ability (β = 0.184, p &amp;lt; 0.001), interpreted as a possible suppression effect. Digital competence was modestly associated with perceived ability (β = 0.116, p &amp;lt; 0.01) but not with stress or burnout, while academic stress was the strongest predictor of burnout (β = 0.446, p &amp;lt; 0.001). The model explained 35.5% of the variance in perceived ability. Psychological resilience mattered more for perceived mathematical competence than digital skills alone, supporting policies pairing digital literacy with stress-regulation support for high-efficacy students.</dc:description>
	<dc:description xml:lang="id">Mathematics performance among Indonesian students remained a pressing concern, yet the joint contribution of digital competence, academic stress, self-efficacy, and academic burnout to students' perceived mathematical problem-solving ability had rarely been examined together. This study examined these relationships among 515 Madrasah Aliyah students in Jambi Province, selected through stratified random sampling and analysed using Partial Least Squares Structural Equation Modelling via SmartPLS. Self-efficacy was the strongest predictor of perceived problem-solving ability (β = 0.397, p &amp;lt; 0.001) but, contrary to expectations, was also positively associated with academic stress (β = 0.369, p &amp;lt; 0.001) and academic burnout (β = 0.133, p = 0.002), suggesting a dark side of high self-belief under competitive conditions. Academic burnout showed an unexpected positive association with perceived ability (β = 0.184, p &amp;lt; 0.001), interpreted as a possible suppression effect. Digital competence was modestly associated with perceived ability (β = 0.116, p &amp;lt; 0.01) but not with stress or burnout, while academic stress was the strongest predictor of burnout (β = 0.446, p &amp;lt; 0.001). The model explained 35.5% of the variance in perceived ability. Psychological resilience mattered more for perceived mathematical competence than digital skills alone, supporting policies pairing digital literacy with stress-regulation support for high-efficacy students.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2026-08-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/edumatica/article/view/56121</dc:identifier>
	<dc:identifier>10.22437/edumatica.v16i2.56121</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 16 No. 2 (2026): Edumatica: Jurnal Pendidikan Matematika (August 2026); 435-449</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 16 No 2 (2026): Edumatica: Jurnal Pendidikan matematika (Agustus 2026); 435-449</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/56121/25689</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Yola Puspita, Erisa Kurniati, Rohati Rohati</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>