Explaining of executive mathematics problem-solving (EM-PS) self-assessment instrument for elementary school students: exploratory factor analysis

Executive Functions is an ability that has an important role in supporting a process in solving mathematical problems in students. However, the instruments available in these abilities generally only examine executive functions and mathematical problem-solving abilities separately so that they are not able to describe the students' thinking process as a whole. This study uses a qualitative approach with  a cross-sectional survey design involving 240 elementary school (SD) students in Cirebon city. This instrument consists of 43 statements that are developed based on the theory of Executive Functions and Mathematical Problem Solving. The data analysis in this study was carried out using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) by identifying six main dimensions, including Enthusiastic Problem Situation, Elect Key Data, Elect Problem Solution (Planning), Elect Problem Solution (Implementation), Evaluation Problem Solution, and Enrich Solution Reflection. The value  of the loading factor ranged from 0.456 to 0.999 with a cumulative variance of 85.4%. The test results showed that the entire construct had  an Average Variance Extracted (AVE) value above 0.50, a Composite Reliability (CR) above 0.70, and  a Heterotrait-Monotrait Ratio (HTMT) value below 0.90. The findings show that the EM-PS instrument has adequate validity and reliability. Thus, the EM-PS instrument can be used to identify executive function-based mathematical problem-solving abilities in elementary school students.

Keywords: executive function, mathematical problem-solving, elementary school, self-assessment instrument, factor analysis.