Cognitive Style and Mathematical Self-Efficacy: Mathematics Learning Outcomes of High School Students

The ability of each student to master mathematics learning varies and is influenced by cognitive styles. The mental type that students have has an essential role in learning mathematics and can also be a factor that contributes to the achievement of student learning outcomes. Therefore, analyzing students' answers to find out what types of errors they make based on different cognitive styles is essential. In useful mathematics, learning must also consider affective aspects concerning students' psychological problems. One of the psychological elements that must be developed is self-efficacy. The level of student self-efficacy is an essential indicator in influencing the success of mathematics achievement. The purpose of this study was to describe the level of mathematical self-efficacy of students with a cognitive style of mathematics learning outcomes of students in class X Senior High School. The research method used is descriptive qualitative research. The instruments in this study were the MFFT (Matching Familiar Figure Test) test to determine the types of cognitive styles and a self-efficacy questionnaire to determine students' mathematical self-efficacy level. Based on the results obtained, students with an outstanding mathematics learning outcome are students with reflective cognitive style but have a moderate level of self-efficacy. Simultaneously, students with nostalgic cognitive style with good category of mathematics learning outcomes have high self-efficacy.