HUBUNGAN SELF CONCEPT , SELF CONFIDENCE, DAN REPRESENTASI MATEMATIS TERHADAP LITERASI MATEMATIS PESERTA DIDIK

BANAR, HANIFAH (2026) HUBUNGAN SELF CONCEPT , SELF CONFIDENCE, DAN REPRESENTASI MATEMATIS TERHADAP LITERASI MATEMATIS PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional yang dilaksanakan di SMP Negeri 24 Bandar Lampung pada tahun ajaran 2025/2026. Populasi penelitian berjumlah 149 peserta didik kelas VIII dengan sampel sebanyak 109 peserta didik yang ditentukan menggunakan teknik stratified random sampling. Data dikumpulkan melalui angket self concept dan self confidence, serta tes kemampuan representasi matematis dan kemampuan literasi matematis. Analisis data dilakukan menggunakan Structural Equation Modeling (SEM) berbantuan SmartPLS melalui pengujian model pengukuran (outer model), model struktural (inner model), serta uji hubungan langsung dan tidak langsung (mediasi). Hasil penelitian menunjukkan bahwa self concept berhubungan signifikan terhadap kemampuan representasi matematis, tetapi tidak berhubungan secara langsung terhadap kemampuan literasi matematis. Self confidence berhubungan signifikan terhadap kemampuan representasi matematis dan kemampuan literasi matematis. Selain itu, kemampuan representasi matematis berhubungan signifikan terhadap kemampuan literasi matematis. Hasil analisis hubungan tidak langsung menunjukkan bahwa kemampuan representasi matematis mampu memediasi hubungan self concept terhadap kemampuan literasi matematis, namun tidak mampu memediasi hubungan self confidence terhadap kemampuan literasi matematis. Temuan ini mengindikasikan bahwa peningkatan kemampuan literasi matematis peserta didik tidak hanya dipengaruhi oleh faktor afektif berupa self concept dan self confidence, tetapi juga oleh kemampuan representasi matematis sebagai kemampuan kognitif yang berperan penting dalam membantu peserta didik memahami, memodelkan, dan menyelesaikan permasalahan matematika secara efektif ABSTRACT This study used a quantitative approach with a correlational method and was conducted at SMP Negeri 24 Bandar Lampung in the 2025/2026 academic year. The study population consisted of 149 eighth-grade students, with a sample of 109 students determined using a stratified random sampling technique. Data were collected through self-concept and self-confidence questionnaires, as well as tests of mathematical representation and mathematical literacy. Data analysis was performed using Structural Equation Modeling (SEM) with SmartPLS through testing the measurement model (outer model), structural model (inner model), and direct and indirect relationships (mediation). The results showed that self-concept was significantly related to mathematical representation but not directly to mathematical literacy. Self-confidence was significantly related to both mathematical representation and mathematical literacy. Furthermore, mathematical representation and mathematical literacy were significantly related to mathematical literacy. The results of the indirect relationship analysis show that mathematical representation ability is able to mediate the relationship between self-concept and mathematical literacy ability, but is unable to mediate the relationship between self-confidence and mathematical literacy ability. This finding indicates that the increase in students' mathematical literacy ability is not only influenced by affective factors in the form of self-concept and self-confidence, but also by mathematical representation ability as a cognitive ability that plays an important role in helping students understand, model, and solve mathematical problems effectively.

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