An analysis on mathematical belief of novice teachers: A review on the developed comic media

Teachers’ ability to teach can be reflected in their belief in their teaching field. Mathematical belief, which is the belief in mathematics subject, is very influential in the mathematics learning process, especially for student learning outcomes. A mathematical belief formed in the students results from the mathematics learning process. Thus, teachers must have a good mathematical belief because it will directly impact their students. This study aims to analyze the level of mathematical belief of novice teachers from the developed comic media. The subjects of this study are nine novice teachers who have developed learning comics and are currently continuing their study at the master’s level at Universitas Siliwangi, Tasikmalaya region, West Java, Indonesia. Data were collected through a validated mathematical belief questionnaire and semi-structured interviews with the subjects. The mathematical belief in this study contains three indicators: belief about mathematics and learning media, belief about mathematics learning and media role in learning, and belief in mathematics teaching and the role of media learning in teaching. The results show that for the first indicator, all subjects are at the highest level, namely problem-solving. For the second indicator, the subjects are divided into two levels: platonic and problem-solving. Finally, for the third indicator, all subjects are included at the problem-solving level. Therefore, novice teachers believe in the role of learning media in constructing knowledge and aiding learning activities. Besides, they believe that learning media is integrated into the teaching process to achieve the learning process. The results of this study provide an overview of novice teachers’ mathematical beliefs which can be used as a basis for further research related to mathematical beliefs.