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Mathematical Connection Ability in REACT Learning with RME Approach in Term of Self-efficacy

Unnes Journal of Mathematics Education · Vol. 11 No. 1 (2022) · pp. 66–77

DOI
10.15294/ujme.v11i1.55858
ISSN
2460-5840, 2252-6927
Published
2022-03-31
Publisher
Department of Mathematics, Universitas Negeri Semarang
Language
eng

Abstract

Mathematical connection ability is one of the important abilities. The students' self-efficacy also needs to be considered. The purpose of this study was to determine the students' mathematical connection ability in REACT learning with the RME approach in terms of students' self-efficacy. This research uses mix method with a sequential explanatory design. The population in this study were eighth-grade students of Integrated Islamic Junior High School Nurul Islam Tengaran. The research instrument used was a test of mathematical connection ability and a self-efficacy questionnaire. The results of this study are (1) the mathematical connection ability of students with REACT learning using the RME approach achieves the criteria for learning mastery; (2) the average mathematical connection ability of students with REACT learning using the RME approach was better than students with expository learning; (3) there are differences in students' mathematical connection abilities in terms of students' self-efficacy levels in REACT learning with the RME approach; (4) Students with high self-efficacy fulfill the three indicators of mathematical connection ability. Students with medium self-efficacy are sufficient to meet the three indicators of mathematical connection ability but still need more practice. Students with low self-efficacy only fulfilled the second mathematical connection ability indicator.

Collaboration network of the authors

8 authors · 11 co-authorship links

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  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Nuriana Rachmani DewiAffiliation unknown1
Iwan JunaediState University of Semarang1
Hardi SuyitnoAffiliation unknown1
Sayidah Nur IstiqomahAffiliation unknown1
Dewi Nova YulianawatiAffiliation unknown1
Yasinta PurnaningtyasAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Mathematical Connection Ability in REACT Learning with RME Approach in Term of Self-efficacy</dc:title>
	<dc:creator>Ainurrachmani, Fitrania</dc:creator>
	<dc:creator>Safa'atullah, Muh. Fajar</dc:creator>
	<dc:description xml:lang="en-US">Mathematical connection ability is one of the important abilities. The students' self-efficacy also needs to be considered. The purpose of this study was to determine the students' mathematical connection ability in REACT learning with the RME approach in terms of students' self-efficacy. This research uses mix method with a sequential explanatory design. The population in this study were eighth-grade students of Integrated Islamic Junior High School Nurul Islam Tengaran. The research instrument used was a test of mathematical connection ability and a self-efficacy questionnaire. The results of this study are (1) the mathematical connection ability of students with REACT learning using the RME approach achieves the criteria for learning mastery; (2) the average mathematical connection ability of students with REACT learning using the RME approach was better than students with expository learning; (3) there are differences in students' mathematical connection abilities in terms of students' self-efficacy levels in REACT learning with the RME approach; (4) Students with high self-efficacy fulfill the three indicators of mathematical connection ability. Students with medium self-efficacy are sufficient to meet the three indicators of mathematical connection ability but still need more practice. Students with low self-efficacy only fulfilled the second mathematical connection ability indicator.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-03-31</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-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujme/article/view/55858</dc:identifier>
	<dc:identifier>10.15294/ujme.v11i1.55858</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 11 No 1 (2022): Unnes Journal of Mathematics Education; 66-77</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/55858/21396</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Unnes Journal of Mathematics Education</dc:rights>
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