Evaluating Probability Learning: The Role of Student Attitudes, Skills, and Reflection in the Mathematics Education Process

The aim of this research is to evaluate the specific contributions of certain factors to students’ understanding of the concept of probability and to identify effective teaching strategies to overcome potential obstacles. Using a quantitative approach, the study involves 20 students from a selected class based on inclusion criteria. Research instruments include observation sheets, tests, and questionnaires validated by two experts in mathematics education. Quantitative analysis is conducted to assess students’ attitudes, skills, and reflections on probability learning. Results indicate that 20% of students fall into the “low†category, 35% into the “sufficient†category, and 45% into the “good†category. Student reflections emphasize the importance of understanding the material, engaging in activities, utilizing technology, participating in discussions, and receiving feedback. Additionally, aspects such as interest, motivation, collaboration, attitude towards errors, and critical thinking skills are highlighted. The implications of these findings suggest the need for more focused and in-depth teaching strategies to enhance students’ probability problem-solving skills in mathematics education.