Self-Efficacy and Cognitive Bias in Students’ Mathematical Literacy on the Pythagorean Theorem
DOI:
https://doi.org/10.26594/jmpm.v11i2.6555Keywords:
cognitive bias, mathematical literacy, Pythagorean theorem, qualitative study, self-efficacyAbstract
This descriptive qualitative study examined how self-efficacy and cognitive bias related to the mathematical literacy of 29 Grade VIII students at a public junior high school in Yogyakarta on the Pythagorean theorem. Data were collected through a two-item essay literacy test, a self-efficacy questionnaire, a cognitive bias questionnaire, and semi-structured interviews with six purposively selected subjects, and were verified through technique triangulation. Four students showed high, 18 moderate, and 7 low mathematical literacy. The subject with low cognitive bias fulfilled all five literacy indicators; subjects with moderate self-efficacy and cognitive bias fulfilled four but omitted interpreting and communicating results; low-literacy subjects fulfilled two or none and reported low confidence and reliance on peers despite moderate-to-high questionnaire self-efficacy. Self-efficacy appeared related to engagement and persistence, whereas cognitive bias appeared related to verification and communication quality. Attending to students’ task-level confidence and reasoning shortcuts may help strengthen mathematical literacy.
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