Relationship between creativity and learning style and mathematics learning achievement of elementary school students

Abstract

The research aims to prove the joint effects of creativity and learning style on students’ mathematics learning achievement and the relationship between creativity and learning style and mathematics learning achievement of elementary school students in Surakarta. This correlational and ex post facto research uses a quantitative approach, with the sample consisting of fifth-grade students at the State Elementary School. The samples were 63 students randomly taken from representatives of elementary school. The data were collected by distributing questionnaires and documenting. The questionnaire was for getting data on creativity and learning style while documenting was for obtaining data on mathematics learning achievement. The hypothesis was tested using multiple and correlational regression tests. The results of the research indicate: there is a positive and significant relationship between creativity and learning style and mathematics learning achievement of fifth grade elementary school students, as seen in regression equation Ŷ = 47.155 + 0.218 X1 + 0.090 X2, with correlation coefficient value of 0.885 and the determination coefficient value of 0.783, showing that creativity and learning style determine mathematics learning achievement by 78.30%; there is a positive and significant relationship of creativity and mathematics learning achievement of fifth grade students of elementary school, as seen in regression equation Ŷ = 63.310 + 0.199 X1, with correlation coefficient value of 0.808 and determination coefficient value is 0.653, meaning that 65.30% of variance in mathematics learning achievement is influenced by creativity variable; there is a positive and significant relationship between learning style and mathematics learning achievement of fifth grade students of elementary school, as seen in regression equation Ŷ = 42,692 + 0.442 X2, with correlation coefficient value of 0.854 and determination coefficient value of 0.729, meaning that 72.90% variance in mathematics learning achievement is influenced by learning style variable.