THE INFLUENCE OF MATHEMATICAL DISPOSITION, SELF-EFFICACY, AND LEARNING MOTIVATION ON MATHEMATICS LEARNING ACHIEVEMENT
Keywords:
Mathematical Disposition, Self-Efficacy, Learning Motivation, Mathematics Learning AchievementAbstract
This research is a researchex_post facto which aims to determine the influence of mathematical disposition, self-efficacy, and learning motivation. The research population was all students of class X of Madrasah Alyiah Arifah Gowa. Sampling using the techniquerandom sampling. The instrument consists of a scale (mathematical disposition, self-efficacy, and learning motivation) and a mathematics learning achievement test. The research data were analyzed using descriptive statistics and inferential statistics using multiple regression. The results of the study showed that, statistically descriptively: 1) students' mathematical disposition is in the high category; 2) students' self-efficacy and learning motivation are each in the medium category. Statistically inferentially: 1) mathematical disposition, self-efficacy, and learning motivation together have a relationship with the mathematics learning achievement test with Fcount = 18.50 and p_value = 0.0001 < α = 0.005 and the determination coefficient is 49%; 2) partially: (1) mathematical disposition does not have a positive relationship with mathematics learning achievement with tcount = -0.18 and p-value = 0.431 > α = 0.005; (2) self-efficacy has a positive relationship with mathematics learning performance with tcount = 2.96 and p_value = 0.0025 < α = 0.005; (3) learning motivation has a positive relationship with mathematics learning achievement with tcount = 2.90 and p_value = 0.0025 < α = 0.005.
Downloads
References
Education Standards, Curriculum and Assessment Agency (BSKAP) Ministry of Education, Culture, Research and Technology. 2022.Learning outcomes are stated in BSKAP Decree Number 008/H/KR/2022 Concerning Learning Outcomes in Early Childhood Education, Elementary Education Level and Secondary Education Level in the Independent Curriculum. Jakarta: Ministry of Education, Culture, Research and Technology.
Baihaki, Maknun, L., & Nurmeidina, R. (2022). Students' self-efficacy in online mathematics learning at MA Miftahul‘ulumtuyau.Emteka: Journal of Mathematics Education, 3(1), 1-9. https://scholar.ummetro.ac.id/index.php/emteka/article/view/1243
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents, 5, 307–337. Greenwich, CT: Information Age Publishing.
Bayareal, G. C., & Tan, D. A. 2023. Students’ achievement and problem-solving skills in matehmatics through open-ended approach. American Journal of Educational Research, 11(4), 183-190.
Blitzer, R. (2017). Algebra and Trigonometry. Pearson.
Collins, J. (1982, March). Self-efficacy and ability in achievement behavior. Paper presented at the meeting of the American Educational Research Association, New York.
Fane, A., & Sugito, S. (2019). The effect of parental involvement, teacher behavior, and learning motivation on students' mathematics learning achievement.Journal of Mathematics Education Research, 6 (1), 53-61.
Ghufron, M. N., & Risnawita, R. (2014).Psychological Theories. Yogyakarta: Ar Ruzz Media
Ministry of Education and Culture. (2013)). Permendikbud No. 54 regarding Competency Standards for Basic and Menenga Education Graduatesh. Jakarta: Ministry of Education and Culture.
Kurniawan, A., & Kadarisma, G. (2020). The influence of mathematical disposition on problem-solving abilities of junior high school students.Innovative Mathematics Learning Journal, 3(2), 99-108. DOI 10.22460/jpmi.v3i1.p99-108
Lin, S.-W., & ChunTai, W. (2016). A longitudinal study for types and changes of students’ mathematical disposition. Universal Journal of Educational Research, 4(8), 1903–1911. https://doi.org/10.13189/ujer.2016
Maulani, F. I., Amalia, R., & Zanthy, L., S. 2020. Contribution of self-efficacy to mathematics learning achievement in high school students.PROCEED, 7(1), 45-49.
Nashar. (2004).The Role of Motivation and Initial Ability in Learning Activities. Jakarta: Delia Press
Nurmuiza, I., Maonde, F., Sani, A. (2015). The influence of motivation on mathematics learning outcomes of senior high school students.Journal of Mathematics Education, 6(2), 113–122. https://media.neliti.com/media/publications/317592-pengaruh-motivasi- terhadap-hasil-belajar-734d6a19.pdf
OECD. (2019). PISA 2018 Assessment and Analytical Framework PISA. Paris: OECD Publishing.
Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48.
Patarru, H., Nur’anini, K. D., & Palobo, M. (2021). The effect of learning motivation and mathematics anxiety on metacognitive awareness with students' mathematics learning outcomes.Musamus Journal of Mathematics Education, 3(2), 89–97. ISSN 2622-7908, e-ISSN 2622-7916
Rivai, V., & Murni, S. (2016). Education management: Analysis of theory and practice. Jakarta: PT Raja Grafindo Persada. Retrieved fromhttp://eprints.radenfatah.ac.id/420/
Sappaile, B. I., & Pristiwaluyo, T. (2019). The influence of learning motivation and self-concept on mathematical problem solving ability.Indonesian Journal of Educational Studies, 22(1), 1–7. https://garuda.kemdikbud.go.id/documents/detail/1535266
Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self‐efficacy and retention in introductory physics. Journal of Research in Science Teaching, 49(9), 1096–1121. https://doi.org/10.1002/tea.21050
Simamora, R., Marbun, Y. M. R. (2022). Contribution of parental support and learning interest to junior high school students' mathematics learning achievement.MES: Journal of Mathematics Education and Science, 7(2), 11-16. ISSN: 2579-6550 (online), 2528-4363 (print)
Sinaga, B., Sitorus, J., & Situmeang, T. 2023. The influence of students’ problem- solving understanding and results of students’ mathematics learning. Front. Educ, 1-9. 8:1088556. two: 10.3389/feduc.2023.1088556
Skemp, R. R. (1971). The Psycholology of Learning Mathematics. Baltimore, MD: Richard Clay (The Causer Press) Ltd.
Sunaryo, Y. (2017). Measuring students' self-efficacy in mathematics learning at MTsN 2 Ciamis.Theorem: Mathematical Theory and Research, 1(2), 39–44. https://doi.org/10.25157/teorema.v1i2.548
Supianti, I., I., Yaniawati, P., Ramadhan, A., G., Setyaji, M., & Puspitasari, P., (2022). Improving connection ability and mathematical disposition of junior high school students with connecting, organizing, reflecting, extending (CORE) learning model. Journal of Mathematics Education, 16(2), 187–202. P- ISSN: 1978-0044, E-ISSN: 2549-1040, DOI: https://doi.org/10.22342/ jpm.16.2.17079.187-202
Tafano, N., & Zega, Y. (2023). Analysis of students' mathematics learning outcomes at SMK Negeri 1 Umbunasi.Edekasia: Journal of Education and Learning, 4(2), 845–852. https://jurnaledukasia.org/index.php/edukasia/article/view/361
TIMSS. (2015). TIMSS 2015 International Results in Mathematics. TIMSS & PIRLS International Study Center.
Utami, R. W., & Wutsqa, D. U. (2017). Analysis of mathematical problem solving ability and self-efficacy of junior high school students in Ciamis Regency.Journal of Mathematics Education Research, 4(2), 166–175. https://doi.org/10.21831/ jrpm.v4i2.14897.
