Mathematics Learning Achievement Research Articles

The EFFECT OF SCALE CATEGORY NUMBER ON ACCURACY OF PREDICTIVE VALIDITY OF MATHEMATICAL SELF-EFFICACY SCALE

The purpose of this study was to obtain empirical data about the effect of the number of scale categories on the accuracy of the predictive validity of the Mathematics Self-Efficacy Scale between those using a scale of three categories of answers and a scale of five categories of answers. This research uses a quantitative method of comparative study. The population in this study were all students of Madrasah Aliyah (Islamic High School) class XI IPA in North Jakarta in the academic year 2019/2020. Sampling was done by simple random sampling and there were 230 students from six public and private Madrasah Aliyah. The instruments used were tests and non-tests. The test instrument was in the form of a Mathematics learning achievement test and a non-test instrument in the form of a Mathematics Self-Efficacy Scale. The research hypothesis was tested using a t-test. The results showed that the average standard error of estimating the predictive validity of the Mathematics Self-Efficacy Scale using the five answer categories scale was lower than the scale of the three answer categories. The conclusion of the study is the predictive validity of the Mathematics Self-Efficacy Scale which uses a five-answer category scale that is more accurate in predicting mathematics learning outcomes.

The EFFECT OF SCALE CATEGORY NUMBER ON ACCURACY OF PREDICTIVE VALIDITY OF MATHEMATICAL SELF-EFFICACY SCALE

The purpose of this study was to obtain empirical data about the effect of the number of scale categories on the accuracy of the predictive validity of the Mathematics Self-Efficacy Scale between those using a scale of three categories of answers and a scale of five categories of answers. This research uses a quantitative method of comparative study. The population in this study were all students of Madrasah Aliyah (Islamic High School) class XI IPA in North Jakarta in the academic year 2019/2020. Sampling was done by simple random sampling and there were 230 students from six public and private Madrasah Aliyah. The instruments used were tests and non-tests. The test instrument was in the form of a Mathematics learning achievement test and a non-test instrument in the form of a Mathematics Self-Efficacy Scale. The research hypothesis was tested using a t-test. The results showed that the average standard error of estimating the predictive validity of the Mathematics Self-Efficacy Scale using the five answer categories scale was lower than the scale of the three answer categories. The conclusion of the study is the predictive validity of the Mathematics Self-Efficacy Scale which uses a five-answer category scale that is more accurate in predicting mathematics learning outcomes.

Comparing Groups of Decision-Making Units in Efficiency Based on Semiparametric Regression

We consider a stochastic frontier model in which a deviation of output from the production frontier consists of two components, a one-sided technical inefficiency and a two-sided random noise. In such a situation, we develop a semiparametric regression-based test and compare the technical efficiencies of the different decision-making unit groups, assuming that the production frontier function is the same for all the groups. Our test performs better than the previously proposed ones for the same purpose in numerical studies, and also has the theoretical advantage of working under more general assumptions. To illustrate our method, we apply the proposed test to Program for International Student Assessment (PISA) 2015 data and investigate whether an efficiency difference exists between male and female student groups at a specific age in terms of learning time and achievement in mathematics.

Implementation of Missouri Mathematics Project Learning Model on Mathematical Learning Achievement Reviewed From Prior Knowledge

This study aims to determine whether there are differences in mathematics learning achievement in students who use the Missouri Mathematics Project model and students who use the direct learning model in terms of initial abilities. The study population was conducted in class VII students of SMP Negeri 19 Tegal in the 2018/2019 school year. Sampling using cluster random sampling. Calculation of normality test, homogeneity, and one-way ANOVA test shows that the sample is normally distributed, homogeneous and has an equal sample. Before the hypothesis test, the hypothesis prerequisite test is normality and homogeneity. From the calculations, the samples are normally distributed and homogeneous. Testing continues using the RAK, from the statistical results, there are differences in mathematics learning achievement among students who are taught using the Missouri Mathematics Project model and students who use the direct learning model in terms of initial ability

Pengaruh Motivasi Belajar, Fasilitas Belajar dan Kedisiplinan Belajar Terhadap Prestasi Belajar MIPA di SMA Negeri 1 Karangdowo

<p>Objectives Specifically, this study has the following objectives. (1) To find out the<br />influence of learning facilities at home on the learning achievement of Mathematics and Natural Sciences in Karangdowo 1 High School students. (2) To find out the effect of learning motivation on Mathematics and Natural Sciences learning achievement in students at Karangdowo 1 High School. (3) To determine the effect of learning discipline on the learning achievement of Mathematics and Natural Sciences in Karangdowo 1 High School students.The results showed, (1) There was a joint effect between learning facilities at home, MIPA learning motivation and joint learning discipline influenced the MIPA learning achievement of XIP MIPA students in SMA Negeri 1 Karangdowo Klaten Regency, so that the research hypothesis was accepted . (2) Learning facilities at home have a positive and significant effect on the learning achievement of Mathematics and Natural Sciences students of class XI MIPA in SMA Negeri 1 Karangdowo, Klaten Regency. (3) Mathematics and Natural Sciences learning motivation has a positive and significant effect on Mathematics and Natural Sciences learning achievement of the 11th grade students of Mathematics and Natural Sciences in SMA Negeri 1 Karangdowo, Klaten Regency, so that the research hypothesis is accepted. (4) Discipline of learning had a positive and significant effect on the learning achievement of MIPA students of XI MIPA grade students in SMA Negeri Karangdowo Klaten Regency. (5) Mathematics learning motivation is the most influential variable on the learning achievement of Mathematics and Natural Sciences students of class XI MIPA in SMA Negeri 1 Karangdowo, Klaten Regency.</p>

Pengaruh Fasilitas, Motivasi, dan Kedisiplinan Terhadap Prestasi Belajar MIPA di SMA Negeri 1 Ceper Kabupaten Klaten

<p>The objectives to be achieved in this study are to find out the influence of<br />learning facilities at home on the learning achievement, effect of learning motivation,<br />effect of learning discipline, learning achievement of Mathematics and Natural<br />Sciences in Class XI MIPA students of SMA Negeri 1 Ceper, Klaten Regency. The<br />results showed, (1) Effective contribution or the influence of learning facilities at<br />home, MIPA learning motivation and learning discipline towards MIPA learning<br />achievement 63.5% and the remaining 36.5% influenced by other variables not<br />included in the this research. (2) The effective contribution of learning facilities at<br />home to the learning achievement of Mathematics and Natural Sciences students was<br />12.2% and the relative contribution was 19.2%. (3) The effective contribution of<br />MIPA learning motivation towards the learning achievement was 38.8% and the<br />relative contribution was 61.1%. (4) The effective contribution of learning discipline<br />to the learning achievement of Mathematics and Natural Sciences students was 12.5%<br />and the relative contribution was 19.7%. (5) MIPA learning motivation is an<br />independent variable that has the greatest influence on the learning achievement<br />while learning facilities at home have the least influence on MIPA learning<br />achievement.</p>

Pengaruh Fasilitas, Motivasi dan Kedisiplinan Terhadap Prestasi Belajar MIPA di SMA Negeri 3 Klaten

<p>The objectives to be achieved in this study are to find out, (1) To find out the<br />influence of learning facilities at home on the learning achievement, learning motivation, learning discipline of Mathematics and Natural Sciences students of class XI MIPA of SMA Negeri 3 Klaten, Klaten Regency. The results showed that learning facilities at home had a positive and significant effect on the learning achievement, so that hypothesis 1 was accepted. The effective contribution of variable learning facilities at home to the learning achievement of Mathematics and Natural Sciences was 15.1% and the relative contribution was 23,%. The effective contribution of MIPA learning motivation to the MIPA learning achievement of students of Class XI MIPA in SMA Negeri 3 Klaten was 15.3% and the relative contribution was 23.7%. The effective contribution of learning discipline to the learning achievement of Mathematics and Natural Sciences students of class XI MIPA in SMA Negeri 3 Klaten was 34.2% and the relative contribution was 52.9%. MIPA learning motivation and joint learning discipline toward MIPA learning achievement 64.6% and the remaining 35.4% is influenced by other variables that are not included in this study.</p>

Penerapan Model Ekspository Dengan Menggunakan Metode Demontrasi Dan Pemberian Tugas Untuk Meningkatkan Prestasi Belajar

The problem formulation of this research is the Application of Expository Model with Demonstration Method and Giving Assignments to improve mathematics learning achievement of students of class IXC semester I of SMP Negeri 3 Selat, 2016/2017 school year. The purpose of this study was to improve mathematics learning achievement of students of class IXC of SMP Negeri 3 Selat in the first semester, 2016/2017 school year. The place for this class action research is at SMP Negeri 3 Selat, by taking the research subjects of class IXC students in the first semester of 2016/2017 school year. The object of this class action research is an increase in Mathematics learning achievement of students of class IXC Middle School 3 Strait, 2016/2017 academic year. The initial average value of 69.83 rose to 74.67 in the first cycle and in the second cycle rose to 75.64. The expository model with demonstration and assignment methods is very effective to be applied in the learning process that results in active, enthusiastic, critical thinking students and can understand the material being taught so that students' learning achievement increases.

EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION (GI) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN

The objectives of this research were to find out on the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Group Investigation (GI) or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among GI or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 2×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2019/2020. Sampling was done by stratified cluster random sampling technique. The total of sample was 80 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could be concluded as follows: (1) GI had better learning achievement than direct learning,; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model GI had better than cooperative learning Jigsaw II direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement

Meningkatkan Hasil Belajar Matematika Materi Penjumlahan Pecahan Penyebut Berbeda Melalui Model Pembelajaran Kooperatif Tipe STAD (Student Teams Achievement Divisions ) Pada Kelas Vb MIN 3 Bantul

<p>Learning using the STAD model is motivated by the low activity and student learning outcomes in mathematics with the subject of the addition of the fraction of the denominator of Bebeda in class VB MIN 3 Bantul. This is the cause because teachers do not use methods that activate students so students can participate in the learning process. Therefore learning is carried out using the STAD model. The class action using the STAD type cooperative learning model is carried out in 2 cycles.</p><p> Learning using the STAD model aims to obtain data to determine the effectiveness of the type of STAD cooperative learning model in improving learning achievement and student learning activeness in learning mathematics. Learning using the STAD model is carried out in 2 cycles. Each cycle consists of 2 meetings. The subject of learning using the STAD model is students in class VB MIN 3 Bantul consisting of 10 male students and 7 female students. Learning using the STAD model was carried out in the first semester of the 2018/2019 school year between August and September 2018. The data collection technique used observation sheets and test sheets during action and implementation.</p><p> The learning outcomes using the STAD model in the first cycle show that the activity and learning achievement increase is still small in scale. Out of 17 students, 11 students completed their studies and 6 students did not complete their studies. In the second cycle learning achievement increased significantly, from 17 students 17 students completed study. Based on the findings, data analysis and data processing obtained from the evaluation evaluation of each cycle in learning using this STAD model, it can be used as a reference regarding the use of STAD type cooperative learning models in the learning process can improve student learning outcomes in learning Addition of Denominators to Verbal Classes in class VB MIN 3 Bantul.</p><p> </p><p>Keywords: activeness, learning achievement, STAD type cooperative learning</p>

The Effectiveness of Problem Based Learning Model With The Assistance of Animation Media on Tetragon Material To The Students Mathematic Learning Achievement of Grade Vii Smp Negeri 5 Mandai

This research was an experimental research that aimmed to know and measure the effectiveness of the application of Problem Based Learning model (PBL) with the assistance of animation media on tetragon material. This research type was quantitative research with one group pretest-posttest design. The population in this study was the students of class VII SMP Negeri 5 Mandai with a random sample of 28 students in an experimental class. Data collection using a test of learning achievement that has been validated by the expert. The data of this research were analyzed descriptively and inferential with normality test as prerequisite analysis test. The results of the data analysis showed that the average pre-test was 45,57 while the average post-test was 84,32. Average gain scores normalized 0,72 in the high category and normally distributed for learning achievement data. Based on the t-test obtained 0,000 < α = 0,025 we could conclud that there was a significant increase. The post-test also showed that 26 out of 28 students (92,86%) have reached KKM score in mathematics in SMP Negeri 5 Mandai. The results of this study indicate that there was a significant improvement on the mathematics learning achievement of students after being taught with PBL model with the assistance of animation media on tetragon material.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD BERBANTUAN MEDIA KARTU DOMINO TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SMA

This study aimed to determine whether the mathematical learning achievement of students who learned using cooperative learning mode of STAD assisted by domino card is better than the students who learned using conventional learning model. The type of this research was quasi-experimental research in which the post-test only controlled group design. The population of this research was students of 11th grade of SMA Negeri 6 Denpasar in academic year 2018/2019 totaling 321 students who were distrbuted into 9 classes. The sample was taken using Cluster Random Sampling technique where two classes were chosen as experimental class and control class. Data of students’ mathematical learning achievement were collected by test method. Data were analyzed using one-tail t-test with a significance level of 5%. The results of data analysis showed that the mathematics learning achievement of students who learned using cooperative learning model of STAD assisted by domino card was better than the mathematics learning achievement of students who learned using the conventional learning model in 11th grade of SMA Negeri 6 Denpasar in academic year 2018/2019.

Efektifitas Pembelajaran Learning Cycle 5E Terhadap Prestasi Belajar Matematika

The purpose of this study is to analyze how effective the cycle learning model is towards student mathematics learning achievement by using puzzle mathematics media. This research is an experimental quantitative study carried out in class IV Gondosari Public Elementary School. The design of this research is the static group pretest-posttest desaign. The average mathematics achievement test results were 57.6 for the control class and 67.5 for the experimental class. The prerequisite test shows that the data are normally distributed and homogeneous. The research hypothesis test shows: (1) there is a difference in the average test of learning achievement (knowledge and skills) of mathematics between the experimental class and the control class that is 3,291> 1,997; and (2) puzzle cycle assisted learning cycle cannot meet the classical effectiveness criteria.

PENINGKATAN MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA MELALUI MODEL AIR BERBANTUAN MEDIA PAKPIKPOK

<p><em>IMPROVEMENT OF MATHEMATICS MOTIVATION AND LEARNING ACHIEVEMENT THROUGH AIR</em><em> MODELS ASSISTANCE OF PAKPIKPOK MEDIA.</em> <em>The research objectives are to find out: (1) whether the learning of AIR Model assisted by pakpikpok media can increase students' motivation in learning mathematics; (2) whether the learning model AIR assisted by pakpikpok media can improve students' mathematics learning achievement. The method used is qualitative research, and the research design is Action Research. A total of 17 students 11 of whom have not yet reached the KKM. After learning the AIR Model learning model assisted by pakpikpok media cycle I, student motivation has increased. In cycle I, student motivation was 68%, while in cycle II it reached 85%. Students completeness also increased, in cycle I students completeness increased by 13 students, followed by cycle II to 16 students. The conclusions of this research are: (1) Learning AIR model assisted by Pakpikpok media can increase students' motivation to learn mathematics, (2) learning AIR model assisted by Pakpikpok media can improve student mathematics learning achievement.</em></p>

IMPLEMENTASI METODE BATU PIJAR DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN AKTIFITAS DAN HASIL BELAJAR SISWA SD NEGERI 47 KOTA JAMBI

This research was conducted with the aim to find empirical evidence about the impact of the application of the Batu Pijar method in learning mathematics to learning activities and student achievement in learning mathematics. This research was conducted following a class action research procedure with the Kemmis and Taggart design. The subjects of this study were students of class VI C of Elementary School 47 Jambi City in the even semester of the 2018/2019 school year consisted of 30 people. The learning outcomes using the Batu Pijar method show that there was an increase in student learning activities. Positive results on student learning activities in mathematics can be seen from the tendency of increasing student learning activities in each cycle. in the first cycle (with an average of 9.33), at the time before the application of the Batu Pijar method the result was 12.4 in the first cycle and continued to increase to 13.17 in the second cycle, a good classification with an average of 14.67 in the cycle III and also with good classification with an average of 14.6 in the IV cycle.. Likewise student achievement has increased in terms of average and mastery learning. Average learning outcomes increased by 2.51% (from 79.7 to 81.7) and mastery learning increased by 11.11% (from 90% to 100%). Based on these results it can be said that the implementation of the Batu Pijar method in learning mathematics, contributes positively in increasing learning activities and student achievement in mathematics

Is there any interaction effects of students’ gender and mathematical disposition towards learning achievement?

Mathematics learning achievement is affected by external and internal factors. External factors include the environment and teachers, while one of the internal factors is the student’s gender. However, the research findings of gender difference effects on learning achievement showed varied results. It indicates that there might be other factors which have important effects on gender differences towards learning achievement, such as mathematical disposition. The aim of this quantitative study is to describe the interaction effects between students’ gender and mathematical disposition towards learning achievement. Participants consisted of 200 high school students. Data were obtained using a questionnaire on a Likert scale and the score of the daily test result. Furthermore, the data were analysed using Two-way ANOVA. Findings revealed that there is no interaction effect between the two variables towards learning achievement. As an individually separated factor, mathematical disposition does have an effect on students’ learning achievement, but, is not the case with students’ gender. Results and recommendations are further discussed in this paper.

Un estudio sobre el rendimiento académico en Matemáticas

El propósito de este trabajo es explicar el rendimiento académico en Matemáticas a partir de características individuales de los estudiantes. Se toma el caso particular de Paraguay, país ubicado por debajo del promedio regional en recientes evaluaciones internacionales sobre logros de aprendizaje en el área de Matemáticas por estudiantes de Educación Escolar Básica. Se aplicó un cuestionario a 899 estudiantes del tercer ciclo de Educación Escolar Básica de instituciones educativas de gestión pública y privada del distrito de Concepción. Se utilizaron dos técnicas de modelación estadística: Árbol de decisión y Regresión lineal múltiple sobre variables observables. Se concluye que el rendimiento académico en Matemáticas se explica en gran medida por el aprendizaje que logra el estudiante en el contexto del aula, así como por la percepción que tiene de su propia capacidad.

The Effect of Emotional Intelligence and Self Effycacy Towards Students Achievement

<pre>This research aims at revealing the effect of emotional intelligence and self-efficacy towards learning achievement of the 8th grade students in SMP Islam Terpadu Ar-Rahman south of Jakarta. This type of research is a survey method. Data instruments are emotional intelligence questionnaires and self-efficacy questionnaires, the mathematics learning achievement data from the daily test scores of students through the description questions. The data analysis technique used is multiple regression analysis. The results of the regression analysis of significance between emotional intelligence on mathematics learning achievement showed the results as much as 0,551 (0,551 > 0,05), self-efficacy towards mathematics learning achievement as much as 0.333 (0.333> 0.05). The significance of variance analysis was obtained at 0.350 (0.350> 0.05). The results of this data analysis show that emotional intelligence and self-efficacy together no meaningful affect the learning achievement of mathematics. The implication of this study is that students who have high and moderate emotional intelligence and self-efficacy do not have a significant effect on improving learning achievement, thus emotional intelligence and self-efficacy are not the main factors that influence student learning achievement.</pre>

PENERAPAN MODEL PEMBELAJARAN BLENDED LEARNING PADA MATA KULIAH LOGIKA DAN PENALARAN MATEMATIKA

<em>This study aims to determine the application of the learning model of blended learning in the subjects of Mathematical Logic and Reasoning. Specific objectives are Mathematics learning achievement after the learning model of blended learning was applied in the subjects of Mathematical Logic and Reasoning and the magnitude of the increase in mathematics learning achievement after the learning model of blended learning was applied in the subjects of Logic and Mathematical Reasoning. The research method used was experimental research with a pre-experimental design and one group pretest-posttest design. The results of this research are the application of learning model of blended learning in the subject of mathematical logic and reasoning giving an increase in student learning achievement. It can be concluded that student learning achievement before being given the learning model of blended learning is classified as less, namely 52. Student achievement after being given the learning model of blended learning is good, namely 72 The results of hypothesis testing also obtained an increase in student learning achievement after being given a model of blended learning in the subjects of mathematical logic and reasoning and increasing student learning achievement after being given a model of blended learning in the material of mathematical logic and reasoning of 1.132 which is high.</em>

THE EFFECT OF DISPOSITION ON STUDENT MATHEMATICS LEARNING ACHIEVEMENT IN MEDAN STATE 28 JUNIOR HIGH SCHOOL

This study titled as The Effect of Disposition on Student Mathematics Learning Achievement in Medan State 28 Junior High School. In this study, disposition is an independent variable and achievement in mathematics learning is a dependent variable. Mathematical disposition is a change of student’s tendency in assuming and behaving toward mathematics, also their act when learning mathematics. For example, when students can solve non-routine problems, their behavior and assumption of mathematics as a student become more positive. The more mathematical concepts understood, the more students convinced that mathematics can be mastered. Based on theory, there are many factors that influence student's achievement in mathematics learning. In this study, researcher only took disposition factor. This research took place at Medan State 28 Junior High School which located at Karya Bersama St. No. 17 Medan Johor. The method of this study is a quantitative method with all of VIII class students which amount to 273 students and divided into 8 (eight) study groups. The data obtained by giving a questionnaire consisting of 19 statements. The data then analyzed by using simple linear regression analysis. The data analysis was performed by using SPSS 21 software for Windows. From the results of this study, it can be concluded that there is an effect of disposition on students' achievement in mathematics learning or in other words, students' achievements in mathematics learning are influenced by the disposition attitudes that students have in mathematics learning. The influence occurs in the disposition of achievement in mathematics learning is positive, that is equal to 6.6%.Keywords: Disposition, Mathematics Learning Achievement.