ELEMENTARY PRE-SERVICE TEACHERS ’ SELF-EFFICACY IN MATHEMATICS

Self-efficacy (SE) is related to someone’s belief influencing their success, including success in teaching mathematics for elementary pre-service teachers. This research aimed to analyse: 1) the self-efficacy difference between high-levelled students and moderate-levelled students; 2) the correlation of self-efficacy indicators; 3) correlation of self-efficacy statements, and 4) pattern interpretation of significant correlation tendency between each self-efficacy statement on elementary pre-service teachers. The subjects of this research were the senior students of Primary Education Department in one of private universities in Bandung. The self-efficacy data were obtained from 149 students. The correlation and mean difference test analysis were done with the support of SPSS. The result showed that the self-efficacy of high-levelled students was better than the self-efficacy of medium-levelled students, there was positive significant correlation either for each self-efficacy indicator or self-efficacy statement. From the correlation, there was a meaningful pattern for selfefficacy of elementary pre-service teachers.


Introduction
Self-efficacy comes from the theory stated by Bandura (2008).
According to Bandura (2008), self efficacy is individual belief to their capability in managing and doing some acts to achieve expected results.The expected results can be learning outcomes from some learnings.Learning is a process to make someone study.Each individual has their own way to achieve maximum learning outcomes including believing their own capability in doing assignments or tasks to achieve that outcomes.That individual belief is related to their competence to succeed their assignments and tasks which is called selfefficacy (Dzulfikar, 2013).Similar to Unlu & Ertekin's opinion (2013) that affective domain influence mathematics learning and teaching such as cognitif domain.One of the most important affective factor is self-efficacy.Therefore, the important component in teaching which leads to someone's learning outcome is self efficacy (SE).
The term of SE describes a behavior of discipline and effort to do wise, precise, and clever move (Hendriana, 2017).Besides, the research of Holzberger, Philipp, & Kunter (2014) find that self-efficacy and intrinsic needs have commonalities when predicting instructional behavior and the importance of addressing the interaction between personal and environmental characteristics within the learning environment.The results presented the meaningfulness of correlation tendency pattern either inter-indicator or inter-statement of SE.

Research Method
Since there were a lot of research related to SE, so there were also a lot of articles discussing about it.However, only few articles which talked about SE on elementary pre-service teachers.
Therefore, this research talked about SE on elementary pre-service teachers.
The method of this research was

Result and Discussion
The results of scale analysis of SE Therefore, it will be continued with Mann-Whitney test as seen in Table 3.
and mathematics teaching efficacy.In regard to affecting student outcomes, only those pre-service teachers who are very confident in their ability to teach believe they can have an effect on their students.However, there are only few research about finding correlation pattern of inter-indicator and each statement of self-efficacy.Therefore, based on the explanation about how important SE is and some research about correlation of SE, these followings will be analyzed in this research: the difference test of SE between the students with high GPA and medium GPA, the analysis results of the correlation of SE inter-indicator, SE interstatement especially with high correlation.
I can answer the math test subjects matter of elementary school well (S-5) .610**.566**.670**.683**I'm sure I can teach elementary mathematics well when I become an elementary school teacher later (S-6) .371**.388**.517**.482**.630**I'm sure I can do my elementary school math task well even though there are many obstacles (S-7) .358**.307**.504**.490**.615**.608**I have understood all the elementary mathematics courses well (S-8) .592**.466**.506**.530**.619**.507**.on the data, it can be interpreted that since the students have a target, they are sure that they could accomplish the tasks well.The third highest correlation statistic is the pair of S-3 and S-2.It can be interpreted that since the students have a target, they enjoy accomplishing the tasks well.If the interpretation is compiled from the correlations on table 5, it can be defined that first, the students arrange the target in their lecturing (S-4).Since they have already had the target, they enjoy the course of mathematics for elementary schools (S-2).Since they enjoy it, they are able to understand materials of the course (S-1).When the students understood materials of the course, they can do the tasks well (S-3).When the students could do the tasks well, they could answer the mathematics tests (S-5).The students are able to pass test of mathematics for elementary schools consistently although there are many obstacles in completing the task, they can solve it (S-7).Since they can accomplish mathematics tasks despite of many obstacles, they are able to understand all the course materials (S-8).Finally, the students have confidence to teach mathematics someday (S-6).This series of correlations are in accordance with the results of research conducted by Corkett, Hatt, & Benevides (2011) that the study examined the relationship between teacher self-efficacy, student self-efficacy, and student ability.Teacher perceptions of the student selfefficacy were positive correlated with student abilities.Finally, the teacher selfefficacy was positive correlated with their perception of the student self-efficacy.Therefore, it can be recommended that in order to teach mathematics for elementary schools, the students must have targets, have a fun learning environment, improve their self-belief that they can understand the subject.It is expected that finally they have strong confidence to teach mathematics for elementary school.This is in accordance with Tschannen-Moran & Johnson's (2011) research results stating that a teacher sense of self-efficacy has been consistently recognized as an important ISSNbetter SE than those with moderate category.There is a high positive correlation between SE indicators and SE statements.The pattern that can be obtained from correlation test results among SE statements for the students are to set the target and the commitment on the mathematics lecture, to enjoy the learning process, and to do the tasks and examinations well.Therefore, the students comprehend all the mathematics materials and have strong sense of efficacy to teach mathematics for elementary school in the future, when they teach in elementary schools.
The next is Tschannen-

Table 3 .
Hypothesis Test Summary