How Do Students Believe in Their Mathematical Abilities? An Analysis of Applied Mathematics Problems in High School

Fauziah Fakhrunisa, Dadang Juandi, Aan Hasanah


This study aims to describe the profile of students’ belief about mathematics related to applied mathematical problems. The purpose-designed survey method was used in this study. There were 24 high school students who were respondents in this study. Each respondent is given access to a google form consisting of 28 statements with a Likert scale response and seven open-ended questions. Finding result were analyzed by carrying out several stages, namely data reduction, data presentation, verification and drawing conclusions.  Based on the data obtained, it can be concluded that the profile of students' belief about mathematics to be good in terms of believing that mathematics is a science that can be applied to various activities in real life. However, they tend to lack understanding of what is meant by applied mathematical problems, as a result of a lack of confidence in their mathematical abilities. Overall, the learning process carried out by the teacher in the classroom also affects the students’ belief about mathematics profile. This research is expected to provide a broader understanding of the strengths and weaknesses of students in terms of belief about mathematics related to applied mathematical problems. 


belief about mathematics; applied mathematical problem;high school students

Full Text:



Atnafu Ayele, M. (2016). Students’ Beliefs About Mathematics Learning and Problem Solving: The Case of Grade Eleven Students in West Arsi Zone, Ethiopia. Education Journal, 5(4), 62.

Blum, W. (2002). ICMI Study 14: Applications and Modelling in Mathematics Education – Discussion document. Educational Studies in Mathematics, 21(1–2), 149–171.

Callejo, M. L., & Vila, A. (2009). Approach to Mathematical Problem Solving and Students’ Belief Systems: Two case studies. Educational Studies in Mathematics, 72(1), 111–126.

Eynde, P. O. P. T., Corte, E. D. E., & Verschaffel, L. (2002). Framing Students Mathematcs-Related Beliefs (G. C. Leder, E. Pehkomen, & G. Torner (eds.); pp. 13–37). Kluwer Academic Publishers.

Harel, G. (2008a). A DNR Perspective on Mathematics Curriculum and Instruction. Part II: With Reference to Teacher's Knowledge Base. ZDM Mathematics Education, 40(5), 893–907.

Harel, G. (2008b). DNR Perspective on Mathematics Curriculum and Instruction , Part I : Focus on Proving. ZDM Mathematics Education, 40(3), 487–500.

Harel, G. (2008c). What is Mathematics? A Pedagogical Answer to A Philosopical Question. In R. Gold, R.B. & Simons (Ed.), Proof and other dilemmas: Mathematics and philosophy (pp. 265–290). Mathematical American Association.

Harel, G., & Diego, S. (2007). The DNR System as a Conceptual Framework for Curriculum Development and Instruction. Foundations for the Future in Mathematics Education, 263–280.

Harris, D., Black, L., Hernandez-Martinez, P., Pepin, B., & Williams, J. (2015). Mathematics and Its Value for Engineering Students: What are The Implications For Teaching? International Journal of Mathematical Education in Science and Technology, 46(3), 321–336.

Kemendikbud. (2016). KI dan KD Kurikulum 2013 pada Pendidikan Dasar dan Pendidikan Menengah. Jakarta, 2025, 5.

Kloosterman, P. (2002). Chapter 15 Beliefs about Mathematics and Mathematics Learning in The Secondary School : Measurement And Implications For. 1957, 247–269.

Kloosterman, P., Raymond, A. M., & Emenaker, C. (1996). Students’ Beliefs about Mathematics: A Three-Year Study. 97(1).

Kloosterman, P., & Stage, F. K. (1992). Measuring Beliefs about Mathematical Problem Solving. School Science and Mathematics, 92(3), 109–115.

Lerch, C. M. (2004). Control Decisions and Personal Beliefs: Their Effect on Solving Mathematical Problems. Journal of Mathematical Behavior, 23(1), 21–36.

Maiorca, C. (2016). A Case Study: Students’ Mathematics-Related Beliefs From Integrated STEM Model-Eliciting Activities By.

Mason, L. (2003). High School Students’ Beliefs about Maths, Mathematical Problem Solving, and their Achievement in Maths: A cross-sectional Study. Educational Psychology, 23(1), 73–85.

Mischo, C., & Maaß, K. (2012). Which Personal Factors Affect Mathematical Modelling? The Effect Of Abilities, Domain Specific and Cross Domain-Competences and Beliefs on Performance in Mathematical Modelling. Journal of Mathematical Modelling and Application, 1(7), 3–19.

Muhtarom, M., Juniati, D., Siswono, T. Y. E., & Rahmatika, I. (2018). Teachers’ and Students’ Beliefs in Mathematics at State Senior High School 5 Semarang. Jurnal Riset Pendidikan Matematika, 5(1), 64.

OECD. (2013). Mathematics Self-Beliefs and Participation in Mathematics-Related Activities. In Ready to LEarn: Students’ Engagement, Drive, and Self-Beliefs: Vol. III (pp. 87–112).

Rincon, G. A., Fernández Cézar, R., & Hernandez, C. F. (2020). Beliefs about Mathematics and Academic Performance: A Descriptive-Correlational Analysis. Journal of Physics: Conference Series, 1514(1).

Suthar, V., & Tarmizi, R. A. (2010). Effects of Students’ Beliefs on Mathematics and Achievement of University Students: Regression Analysis Approach. Journal of Social Sciences, 6(2), 146–152.

Suthar, V., Tarmizi, R. A., Midi, H., & Adam, M. B. (2010). Students’ Beliefs on Mathematics and Achievement of University Students: Logistics Regression Analysis. Procedia - Social and Behavioral Sciences, 8, 525–531.

Umam, K., & Kowiyah, K. (2018). The Effect of Non-Routine Geometry Problem on Elementary Students Belief in Mathematics: A Case Study. JETL (Journal Of Education, Teaching and Learning), 3(1), 99.

Yuanita, P., Zulnaidi, H., & Zakaria, E. (2018). The Effectiveness of Realistic Mathematics Education Approach: The Role of Mathematical Representation as Mediator between Mathematical Belief and Problem Solving. PLoS ONE, 13(9), 1–20.


  • There are currently no refbacks.