Geometry mastery is a must for high school students, affected by several factors such as learning approach (LA), gender, level of basic geometry competencies (BGC) and level of mathematical self-efficacy (MSE) among others. The purpose of this study is to examine those factors that affect the geometry problem solving (GPS) abilities of the students. This study involved 101 Indonesian high school students. They were divided into two groups based on the implemented LA, namely the investigative learning group and the direct instruction group. Data were collected through three instrument types, namely test of BGC, GPS, and MSE. The MSE scale consists of two models namely mathematics test-taking self-efficacy (MTSE) and mathematical skill self-efficacy (MSSE). Data were analyzed using ANOVA techniques, path analysis, and error analysis. The path diagram is MSE, which mediates the BGC effect on GPS. Data analysis results revealed that the level of BGC, MTSE as well as interactions between LA and gender had a significant impact on the GPS capability of students. In this case, the BGC of the students impacted their MSE and thus impaired their GPS skills, which also moderated the gender and learning. There are phases in the process of solving problems that tend to hamper student performance. The visualization process appears to be done by female students, while male students make representations when they do. The researchers, therefore, suggest further research related to gender-based LA study in the geometry curriculum to improve the ability of the students.

• Alghadari, F. (2016). Pemecahan Masalah Spasial Matematis Calon Guru Matematika Ditinjau dari Langkah-langkah Pemecahan Masalah Polya. Jurnal Penelitian Pendidikan, 16(3), 226-234.
• Alghadari, F., & Herman, T. (2018). The obstacles of geometric problem-solving on solid with vector and triangle approach. Journal of Physics: Conference Series, 1132(1), 012046. https://doi.org/10.1088/1742-6596/1132/1/012046
• Alghadari, F., Turmudi, T., & Herman, T. (2018). The application of vector concepts on two skew lines. Journal of Physics: Conference Series, 948(1), 012030. https://doi.org/10.1088/1742-6596/948/1/012030
• Ardika, I. W. D., Sitawati, A. A. R., & Suciani, N. K. (2013). Fenomena Pokok Pendidikan Indonesia: Apa dan Bagaimana? Jurnal Sosial Dan Humaniora, 3(1), 96-107.
• Arends, R. I. (2015). Learning to Teach (10th ed.; P. Braffman, Ed.). New York, NY: McGraw-Hill Education.
• Aurah, C., Cassady, J. C., & McConnell, T. (2014). Predicting Problem Solving Ability from Metacognition and Self-Efficacy Beliefs on a Cross Validated Sample. British Journal of Education, 2(1), 49-70.
• Bhowmick, S., Young, J. A., Clark, P. W., & Bhowmick, N. (2017). Marketing Students’ Mathematics Performance: The Mediating Role of Math Anxiety on Math Self-Concept and Math Self-Efficacy. Journal of Higher Education Theory & Practice, 17(9), 104-117. https://doi.org/10.33423/jhetp.v17i9.1426
• Buckley, J., Seery, N., & Canty, D. (2019). Investigating the use of spatial reasoning strategies in geometric problem solving. International Journal of Technology and Design Education, 29(2), 341-362. https://doi.org/10.1007/s10798-018-9446-3
• Cetin, S. Y., Erel, S., & Ozalp, O. (2018). Assessment of problem solving proficiencies with self-efficacy perceptions of students in faculty of health sciences of cyprus international university. SHS Web of Conferences, 48(1), 01025. https://doi.org/10.1051/shsconf/20184801025
• Chang, Y. L. (2015). Examining relationships among elementary mathematics teachers’ efficacy and their students’ mathematics self-efficacy and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1307-1320. https://doi.org/10.12973/eurasia.2015.1387a
• Clements, D. H., & Sarama, J. (2009). Learning and Teaching Early Math. New York: Routledge.
• Collins, J. S., Usher, E. L., & Butz, A. (2015). Examining Students’ Perceived Autonomy Support as a Source of Self-Efficacy in Mathematics. Poster Session Presented at the Annual Meeting of the American Education Research Association, 1.
• Dindyal, J. (2015). Geometry in the early years: a commentary. ZDM, 47(3), 519-529. https://doi.org/10.1007/s11858-015-0700-9
• Dossey, J. A. (2017). Problem Solving from a Mathematical Standpoint. In C. Benő & F. Joachim (Eds.), Educational Research and Innovation: The Nature of Problem Solving Using Research to Inspire 21st Century Learning: Using Research to Inspire 21st Century Learning (pp. 59-72). Paris: OECD Publishing. https://doi.org/10.1787/9789264273955-en
• Ernest, P. (1991). The Philosophy of Mathematics Education. UK: Routledge.
• Fan, L., Mailizar, M., Alafaleq, M., & Wang, Y. (2018). A Comparative Study on the Presentation of Geometric Proof in Secondary Mathematics Textbooks in China, Indonesia, and Saudi Arabia. 53-65. https://doi.org/10.1007/978-3-319-73253-4_3
• Goos, M., Stillman, G., & Vale, C. (2017). Teaching secondary School Mathematics: Research and Practice for the 21st Century. Australia: Allen & Unwin.
• Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73-86. https://doi.org/10.1016/j.cedpsych.2018.01.007
• Hathaway, D., & Norton, P. (2018). Understanding Problems of Practice A Case Study in Design Research (J. Spector, M. Bishop, & D. Ifenthaler, Eds.). USA: Springer. https://doi.org/10.1007/978-3-319-77559-3
• Herbst, P., Fujita, T., Halverscheid, S., & Weiss, M. (2017). The Learning and Teaching of Geometry in Secondary Schools: A Modeling Perspective. New York NY: Routledge. https://doi.org/10.1007/978-3-319-98767-5_13
• Huang, X., Zhang, J., & Hudson, L. (2018). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. European Journal of Psychology of Education, 1-20. https://doi.org/10.1007/s10212-018-0403-z
• Lishinski, A., Yadav, A., Good, J., & Enbody, R. (2016). Learning to program: Gender differences and interactive effects of students’ motivation, goals, and self-efficacy on performance. ACM Conference on International Computing Education Research, 211-220. https://doi.org/10.1145/2960310.2960329
• OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: OECD Publishing.
• Prawoto, N., & Basuki, A. T. (2016). Model Analisis Komposisi Pengeluaran Publik terhadap Pertumbuhan Ekonomi dalam Mendukung Good Governance: Studi Empiris Kabupaten Kota di Indonesia Tahun 2011- 2014. Buletin Ekonomi, 14(2), 177-192.
• Rahayu, T., & Alghadari, F. (2019). Identitas Bayangan Konsep Limas : Analisis Terhadap Konsepsi Matematis Siswa. Inomatika: Jurnal Inovasi Matematika, 1(1), 7-20. https://doi.org/10.35438/inomatika.v1i1.134
• Romey, W. D. (1970). What is your creativity quotient?. School Science and Mathematics, 70(1), 3-8.
• Rosilawati, & Alghadari, F. (2018). Konsepsi siswa pada suatu bentuk bangun ruang terkait dengan rusuk dan diagonal sisi. Prisma: Jurnal Pendidikan Matematika, 7(2), 164-176. https://doi.org/10.35194/jp.v7i2.459
• Schunk, D. H., & Dibenedetto, M. K. (2016). Self-Efficacy Theory in Education. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of Motivation at School (pp. 34-54). UK: Routledge. https://doi.org/10.4324/9781315773384.ch3
• Setiadi, D. R., Suryadi, D., & Mulyana, E. (2017). Didactical Design Enrichment of Angle in Geometry. Journal of Physics: Conference Series, 895(1), 012060. https://doi.org/10.1088/1742-6596/895/1/012060
• Silk, K. J., & Parrott, R. L. (2014). Math anxiety and exposure to statistics in messages about genetically modified foods: Effects of numeracy, math self-efficacy, and form of presentation. Journal of Health Communication, 19(7), 838-852. https://doi.org/10.1080/10810730.2013.837549
• Sinclair, N., Bartolini Bussi, M. G., de Villiers, M., Jones, K., Kortenkamp, U., Leung, A., & Owens, K. (2016). Recent research on geometry education: an ICME-13 survey team report. ZDM - Mathematics Education, 48(5), 691-719. https://doi.org/10.1007/s11858-016-0796-6
• Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136. https://doi.org/10.1016/j.ijer.2015.06.008
• Street, K. E. S., Malmberg, L. E., & Stylianides, G. J. (2017). Level, strength, and facet-specific self-efficacy in mathematics test performance. ZDM - Mathematics Education, 49(3), 379-395. https://doi.org/10.1007/s11858-017-0833-0
• Sumarna, N., Wahyudin, W., & Herman, T. (2017). The Increase of Critical Thinking Skills through Mathematical Investigation Approach. Journal of Physics: Conference Series, 812, 1-8. https://doi.org/10.1088/1742-6596/812/1/012067
• Wieber, A. E., Evoy, K., McLaughlin, T. F., Derby, K. M., Kellogg, E., Williams, R. L., … Rinaldi, L. (2017). The effects of a modified direct instruction procedure on time telling for a third grade student with learning disabilities with a brief comparison of interesting and boring formats. Learning Disabilities: A Contemporary Journal, 15(2), 239-248.
• Xu, Z., & Jang, E. E. (2017). The role of math self-efficacy in the structural model of extracurricular technology-related activities and junior elementary school students’ mathematics ability. Computers in Human Behavior, 68, 547-555. https://doi.org/10.1016/j.chb.2016.11.063
• Yeo, J. B. . (2013). The Nature and Development of Processes in Mathematical Investigation. Nanyang Technological University.
• Yeo, J. B. W. (2017). Specialising and conjecturing in mathematical investigation. 41st Conference of the International Group for the Psychology of Mathematics Education, 4, 337-344.
• Zhang, C. (2017a). An Inquiry into Student Math Self-Efficacy, As Told from the Perspective of Ontario Secondary Teachers. University of Toronto.
• Zhang, D. (2017b). Effects of visual working memory training and direct instruction on geometry problem solving in students with geometry difficulties. Learning Disabilities: A Contemporary Journal, 15(1), 117-138.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.