本研究的目的是探討印度尼西亞小學學生的數學學習經歷如何影響學生的數學成績以及學生的數學自我信念作為中介的作用。
本研究採用調查設計的定量方法——通過調查和數學成績測試的問卷方法收集數據。 該問捲和測試分發給印度尼西亞日惹市和班圖爾區的 810 名五年級小學生（396 名男孩和 414 名女孩）。 數據分析技術使用 t 檢驗單向方差分析、皮爾遜相關性和分層多重回歸模型。
本研究的結果是：1）學生的數學學習體驗在性別差異上存在顯著差異，即在TS、TIM和MME因素上；如果從SES差異來看，即僅在MME因素上存在顯著差異； 2）從性別差異來看，學生的數學焦慮存在顯著差異，但僅在第一個因素（FT）上存在顯著差異；從SES差異來看，學生的數學焦慮沒有顯著差異； 3）從各因素的性別差異來看，學生的數學自我概念沒有顯著差異，但從SES的差異來看，學生的數學自我概念存在顯著差異，尤其是在兩個因素上，即IS和抄送； 4）學生數學自我效能感在性別差異上不存在顯著差異，但從CCT和CGH兩個因素的SES差異來看，數學自我效能感存在顯著差異； 5) 數學成績在性別差異上存在顯著性差異，但僅在一個因素即MDD上存在顯著性差異，而在SES差異方面則在FCO、SC和MDD這三個因素上存在顯著性差異； 6）數學學習經歷與數學成績之間存在顯著的正相關關係； 7）數學焦慮與數學成績呈顯著負相關； 8) 數學自我概念、數學自我效能感與數學成績存在顯著正相關關係； 9）模型一和二中數學學習經歷對數學成績均存在顯著正向影響，即加入數學自信心中介變量； 10) 數學自信在數學學習經歷與數學成績之間的關係中具有部分中介作用。

The purpose of this study is to examine how students' math learning experiences influence the students' math achievement and the role of students' math self beliefs as mediators at the elementary school level in Indonesia.
This study uses a quantitative method by survey design—data collection using a questionnaire method by survey and test of math achievement. The questionnaire and test were distributed to as many as 810 elementary school students in fifth grade (396 boys and 414 girls) in Yogyakarta city and the Bantul district, Indonesia. The data analysis technique used t-test one-way ANOVA, Pearson Correlation, and Hierarchical Multiple Regression Model.
The result of this study are: 1) There are significant differences in students' math learning experience in terms of gender differences, namely on the TS, TIM and MME factors and if viewed from the SES differences, namely on the MME factor only; 2) There is a significant difference in math anxiety when viewed from the gender difference but only in the first factor (FT), and there is no significant difference in students' math anxiety when viewed from the difference in SES; 3) There is no significant difference in students' math self concept when viewed from the gender difference in all factors, but there is a significant difference in students' math self concept when viewed from the difference in SES, especially on two factors, namely IS and CC; 4) There is no significant difference in students' math self efficacy in terms of gender differences and there is a significant difference in math self efficacy when viewed from the difference in SES on two factors, namely CCT and CGH; 5) There is significant difference in math achievement in terms of gender differences, but only in one factor, namely MDD and there are significant differences in terms of SES differences in three factor namely FCO, SC and MDD; 6) There is a positive and significant relationship between math learning experience and math achievement; 7) There is a negative and significant relationship between math anxiety and math achievement; 8) There is a positive and significant relationship between math self concept and math self efficacy with math achievement; 9) There is a positive and significant effect of math learning experience on math achievement in the first and second models, namely by adding a math self belief mediator variable; 10) Math Self Belief has a role as a mediator of the relationship between math learning experience and math achievement partially.

CHAPTER I 1
INTRODUCTION 1
1.1 Research Background and Motivation 1
1.2 Purpose and Research Questions 5
1.3 The Significance of the Study 6
1.4 The Definition of Terms 7
CHAPTER II 9
LITERATURE REVIEW 9
2.1 Math Education Curriculum for Fifth Grade Elementary Schools in Indonesia 9
2.2 Students’ Math Learning Experiences 10
2.2.1 The Definition of Students’ Math Learning Experiences 10
2.2.2 The Theory of Students’ Math Learning Experiences 11
2.2.3 The Dimension and Measurement of Students’ Math Learning Experiences 12
2.2.4 Empirical Study of Students’ Math Learning Experiences 12
2.3 Students’ Math Self Beliefs 14
2.3.1 Math Anxiety 15
2.3.2 Math Self Concept 17
2.3.3 Math Self Efficacy 19
2.3.4 The Dimension and Measurement of Students’ Math Self Beliefs 22
2.4 Students’ Math Achievement 23
2.4.1 The Definition of Students’ Math Achievement 23
2.4.2 The Dimension and Measurement of Students’ Math Achievement 23
2.4.3 Empirical Study of Students’ Math Achievement 24
2.5 The Relationship Between Math Learning Experiences and Math Self Beliefs 25
2.6 The Relationship Between Students’ Math Learning Experiences with Math Achievement 26
2.7 The Relationship Between Students’ Math Self Beliefs and Students’ Math Achievement 27
2.8 Math Self Beliefs as Mediators 28
CHAPTER III 31
METHODOLOGY OF RESEARCH 31
3.1 Research Design 31
3.2 Research Participants 33
3.3 Instruments 34
3.4 Data Collection 38
3.5 Data Analysis 39
3.6 Piloting the Questionnaires and Test Items … 40
3.7 Result of Pilot Study (Construct Validation and Reliability) 45
CHAPTER IV 53
FINDINGS AND DISCUSSION 53
4.1 Research Finding and Discussion 53
4.1.1 The Differences in Students’ Math Learning Experiences (MLE) Based on Gender and Social Economic Status 53
4.1.2 The Differences in Students’ Math Anxiety (MA) Based on Gender and Social Economic Status 55
4.1.3 The Differences in Students’ Math Self Concept (MSC) Based on Gender and Social Economic Status 57
4.1.4 The Differences in Students' Math Self Efficacy (MSE) Based on Gender and Social Economic Status 59
4.1.5 The Differences in Students’ Math Achievement (MAc) Based on Gender and Social Economic Status 62
4.1.6 The Relationship between Students’ Math Learning Experiences (MLE) and Math Achievement (MAc) 65
4.1.7 The Relationship between Students’ Math Self Belief and Their Math Achievement 66
4.1.8 The Effect of Students’ Math Self Beliefs in Mediating Math Learning Experiences Predicts Their Students’ Math Achievement 70
4.2 Discussion of the Findings 74
CHAPTER V 91
CONCLUSION 91
5.1 Summary of the Study 91
5.2 Implication of the Study 94
5.3 Limitations of the Study and Suggestions for Future Research 95
References 97
Appendices 108
A. Consent Form 109
B. Demographic/ Background Information Form 110
C. Math Experiences Questionaire 111
D. Math Self Belief Questionaire 112
1. Math Anxiety 112
2. Math Self Concept 113
3. Math Self Efficacy 114
E. Math Achievement Test 115
F. The Dimension of Each Scale 122
G. Research Technical Instructions for Teacher 132
H. Expert Validation Sheet 134

LISTS OF TABLE
Table 3. 1 Sample Number Proportion by School Location 34
Table 3. 2 Sample Number Proportion by Gender and SES 34
Table 3. 3 Timetable of Research Activity 38
Table 3. 4 The Link between The Research Question and The Type of Data Analysis 41
Table 3. 5 List of Validators in Questionnaire and Test Item Review 42
Table 3. 6 Comment and Correction Proposed by Validator According to The Draft of Instruments 43
Table 3. 7 The Distribution of Pilot Study's Respondents 44
Table 3. 8 Factor Loading and Cronbach alpha of the Math Learning Experience Questionnaire in the Pilot Study 46
Table 3. 9 Factor Loading and Cronbach Alpha of the Students Math Anxiety Questionnaire in the Pilot Study 47
Table 3. 10 The Dimension of Math Anxiety and the Description 48
Table 3. 11 Factor loading and Cronbach Alpha of the Students Math Self Concept Questionnaire in the Pilot Study 49
Table 3. 12 The Dimension of Math Self Concept and The Description 49
Table 3. 13 The Dimension of Math Self Efficacy and the Description 50
Table 3. 14 Factor loading and Cronbach’s alpha of the SMSEf questionnaire in the pilot study 51
Table 3. 15 Table of Difficulty Level, Discriminating Power, Validity and Reliability Test of Items in Math Achievement Test 51
Table 4. 1 Differences in Math Learning Experience by Gender 53
Table 4. 2 Differences in Learning Experience by Social Economic Status 54
Table 4. 3 Differences in Math Anxiety by Gender 56
Table 4. 4 Differences in Math Anxiety by Social Economic Status 56
Table 4. 5 Differences in Math Self Concept by Gender 58
Table 4. 6 Differences in Math Self Concept by Social Economic Status 59
Table 4. 7 Differences in Math Self Efficacy by Gender 60
Table 4. 8 Differences in Math Self Efficacy by Social Economic Status 61
Table 4. 9 Differences in Math Achievement by Gender 63
Table 4. 10 Differences in Math Achievement by Social Economic Status 63
Table 4. 11 The Correlation between Students’ Math Learning Experience (MLE) and Their Math Achievement (MAc) 65
Table 4. 12 The Correlation Between Students’ Math Anxiety (MA) and Their Math Achievement (MAc) 66
Table 4. 13 The Correlation Between Students’ Math Self Concept (MSC) and Their Math Achievement (MAc) 68
Table 4. 14 The Correlation Between Students’ Math Self Efficacy (MSE) and Their Math Achievement (MAc) 69
Table 4. 15 The Descriptive Statistics and The Correlations 72
Table 4. 16 Result of Hierarchical Regression Analysis Predicting MAc 73

LISTS OF FIGURES
Figure 3.1 Research Framework 32
Figure 4.1 Hierarchical Multiple Regression Model 71

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