Analisis Kemampuan Number Sense Peserta Didik Ditinjau dari Tingkat Self confidence dalam Pemecahan Masalah Matematika

Abstract

This study investigates the profile of students’ number sense abilities as viewed from varying levels of self-confidence in solving mathematical problems among seventh-grade students at SMP Negeri 21 Tasikmalaya. The urgency of this research lies in the persistent low mastery of number sense, particularly in the context of whole number and fraction operations, which is further exacerbated by students’ lack of self-confidence, thus impeding active mathematical engagement and problem-solving performance. Employing an exploratory qualitative approach, data were collected through validated written number sense tests, self-confidence questionnaires, and in-depth, task-based interviews. Participants were purposively selected to represent high, moderate, and low self-confidence categories. Analysis was conducted using data reduction, descriptive presentation, and interpretative synthesis. The findings reveal distinct profiles of number sense across self-confidence levels: students with high self-confidence demonstrated optimal comprehension, flexibility in strategy selection, and accuracy in all number sense indicators; those with moderate self-confidence showed good performance, albeit with occasional errors that were recognized and corrected during problem-solving; while students with low self-confidence experienced difficulties in operationalizing mathematical models and exhibited frequent mistakes, especially in complex operations. The results highlight a clear correlation between self-confidence and number sense proficiency. The study underscores the necessity for instructional strategies that balance cognitive and affective aspects, recommending that mathematics educators foster students’ confidence alongside conceptual understanding to enhance mathematical problem-solving skills. These insights provide a comprehensive foundation for developing adaptive learning strategies and informing future research on the interplay between cognitive and affective domains in mathematics education.