Motivation In Learning Mathematics Research Articles

Effectiveness of problem posing and investigation in terms of problem solving abilities, motivation and achievement in mathematics

The study aims at describing the comparison between the Problem-Posing Approach and the Investigation Approach in terms of effectiveness from the perspective of Mathematical Problem-Solving Skills, mathematical motivation and Mathematical Learning Achievements. The nature of the study is a quasi-experimental research. During the conduct of the study, the overall number of populations was 206 students from Grade VII of the State 2 Junior High School Gamping. The samples within the study were selected randomly from the population namely 32 students from Grade VII A and 34 students from Grade VII B. Then, the instrument that had been administered within the conduct of the study was the Mathematical Problem-Solving Skills Test, the Mathematical Learning Achievement Test and the Mathematical Learning Motivation Questionnaire. After the data had been gathered, the overall data were analysed by using the one-sample t-test, the T2 Hotteling’s Test and the independent sample t-test. The results of the study show that the learning process by means of Investigation Approach has been more effective in comparison to Problem-Posing Approach from the perspective of Mathematical Problem-Solving Skills and Mathematical Learning Achievement but, on the other hand, the results of the study also show that the learning process by means of Problem-Posing Approach has been more effective in comparison to Investigation Approach from the perspective of Mathematical Learning Motivation for the Grade VII students of the State 2 Junior High School Gamping.

Using a Latent Growth Model to Explore the Effect of Family Socioeconomic Status on Mathematics Learning Achievement of Junior High School Students in Keelung City: Taking Mathematics Tutoring Time and Learning Motivation Trajectory as Mediating Variables

Using a Latent Growth Model to Explore the Effect of Family Socioeconomic Status on Mathematics Learning Achievement of Junior High School Students in Keelung City: Taking Mathematics Tutoring Time and Learning Motivation Trajectory as Mediating Variables

Relationship between Mental Health Problems and Resilience Among Students. The Moderating Role of Motivation for Mathematics Learning

The paper presents the results of a study testing the moderating role of the motivation for mathematics learning between mental health problem and resilience in children. The sample consisted in 707 Romanian children, (average age 13 years old). The students filled in the questionaries for strengths and difficulties (SDQ), the CYRM for Resilience (Ungar& Theron, 2019) and a questionnaire for mathematics attitudes. The results indicate a significant moderating effect of the mathematic motivation for the relationship between mental health problems (difficulties such as emotional problem, behavioral problems, hyperactivity and peer relations problem) and resilience. So, the mathematic motivation learning reduces the negative effect of mental health problems on resilience, contributing as a protective factor in front of difficulties. There are implications for learning design in educational settings, so the teachers could pay more attention to enhance the student’s motivation for learning mathematics as a possible intervention to enhance resilience.

IMPLEMENTATION OF SSCS LEARNING MODEL IN IMPROVING STUDENTS’ MATHEMATICS LEARNING MOTIVATION AT CLASS VII.C OF SMPN 4 TAMBANG KAMPAR

This paper discusses the students’ low mathematics learning outcomes of Class VII.C at SMPN 4 Tambang Kampar Regency. It aims to improve mathematics learning outcomes through the application of the Search Solve Create Share learning model (SSCS) for students at Class VII.C of SMPN 4 Tambang Kampar Regency, which was conducted for 2 months. The research subjects were 32 students at Class VII.C of SMPN 4 Tambang in Kampar Regency. The type of research was classroom action research. The research instrument consisted of learning outcome tests and data collection instruments, which were observation sheets of teacher and student activities. Based on the results of data analysis, the average score of students’ learning motivation in the pre-cycle was 45.0, while the percentage was 35.2%. The average score increased in the first cycle to 60, while the percentage was 46.7%. And the average score increased significantly in cycle II to 100.4, while the percentage was 78.5%. It can be concluded that the application of Search Solve Create Share learning (SSCS) could increase students' learning motivation in mathematics at class VII.C of SMPN 4 Tambang in Kampar Regency.

Peningkatan Minat dan Motivasi Santri Pesantren Al-‘Ashry dalam Pembelajaran Matematika dengan Teka-Teki Matematika Persegi Ajaib

Mathematics is one of the most essential basic sciences because it closely relates to everyday life and the development of other disciplines. It should be taught at every education level, likewise for Islamic boarding school students. In addition to having extensive religious knowledge, students must also have increased thinking, logic and reasoning. In addition, mathematics is also an essential tool in studying several topics of Islamic law, such as inheritance law and zakat. Therefore, mathematics must be taught in the education and teaching curriculum at the Islamic boarding school, including the As-'Ashry Islamic Boarding School. One of the obstacles the Al-'Ashry Islamic boarding school faces in teaching mathematics is that students need more interest and motivation in learning mathematics. Therefore, this community service activity was carried out to increase the interest and motivation of students to learn mathematics. The activity was held on December 7, 2022. The activity was carried out in two forms: a motivational lecture and a math puzzle called Magic Square. Based on the evaluation carried out by the community service team, it was evident that the students were interested in the activities carried out. Students were fully involved in every activity carried out.

Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach

Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students’ mathematical learning. However, there is little research on the ways in which bi/multilingual mathematics teachers can make use of diverse multilingual and multimodal resources to keep students engaged in learning abstract mathematical knowledge. This article aims to explore how an English-medium-instruction (EMI) mathematics teacher creates different hypothetical scenarios through embodied enactments to enhance students’ mathematical understanding and motivate students’ interest in learning mathematics. The data of this study is obtained from a focused classroom observation in a Hong Kong EMI secondary mathematics classroom. Multimodal conversation analysis is employed to analyse the classroom interaction data, and the analysis is triangulated with video-stimulated-recall interviews which are analysed with interpretative phenomenological analysis. This article aims to extend the notion of embodied enactment as a form of translanguaging to facilitate mathematical learning and develop students’ motivation in learning mathematics in the EMI setting. Particularly, this article argues that embodied enactment creates a translanguaging space for the EMI teacher to achieve mathematical teaching.

The Effect of Puzzle Media on Learning Motivation and Mathematics Learning Outcomes in Elementary School Students

Media Puzzle is one of the media for learning and playing with demonstration methods will be able to influence student motivation and learning outcomes. In this research, we will analyze the effect of the use of the demonstration method with puzzle media on learning motivation and learning outcomes in mathematics for class IV SDN 1 Rantepao. The following research was carried out using a quantitative approach and was designed using the pre-experimental one group pretest-posttest model. The following research has a population and sample of fourth grade students at SDN 1 Rantepao, a total of 81 students divided into 3 parallel classes. Using the cluster random sampling technique, class IVa was obtained with 27 samples. Data was collected by testing techniques, student activity sheets, questionnaires, and documentation. Based on the test results obtained t count = 20.634> 1.70329, it can be concluded that there is an influence of the demonstration method with puzzle media on learning motivation. Based on the t test on learning outcomes obtained sig. (2-tailed) = 0.000 <0.05, it can be concluded that there is an influence of the demonstration method with puzzle media on learning outcomes..

Penggunaan Model Pembelajaran Student Teams Achievement Division (STAD) untuk Meningkatkan Motivasi dan Prestasi Belajar Matematika Siswa Kelas X

This study aims to: 1) Increase the motivation and achievement of students in class X IPS-2 SMA Negeri 3 Selong through the cooperative learning model of the Student Teams Achievement Division (STAD) type, 2) Describe the increase in motivation and achievement in learning mathematics in class X IPS -2 SMA Negeri 3 Selong through a cooperative learning model of the Student Teams Achievement Division (STAD) type. The solution to learning that is still teacher-centered and students' motivation in learning mathematics is still low is the cooperative learning model of the Student Teams Achievement Division (STAD) type. This research was conducted in two cycles of 34 students. Data collection techniques through observation, motivational questionnaires (ARCS Model) and written tests. Data analysis was performed using percentage techniques. The implementation of the cooperative learning model type Student Teams Achievement Division (STAD) is expressed in very good, good, good enough, not good, and not good categories, while the motivation to learn mathematics is expressed in very high, high, medium, low and very low categories. Based on the results of the research conducted, it can be concluded that 1) the implementation of the cooperative learning model of the Student Teams Achievement Division (STAD) type in cycle I was in the fairly good category and in the good category in cycle II; 2) The average motivation to learn mathematics in class X IPS-2 SMA Negeri 3 Selong in cycle I was 66% (low category), while in cycle II it increased to 71% (medium category).

THE INFLUENCE OF PEER TUTORING-BASED HUMANISTIC MATHEMATICS LEARNING ON THE MOTIVATION OF LEARNING MATHEMATICS OF HIGH SCHOOL STUDENTS

Many students are not comfortable studying mathematics and think mathematics is a boring subject. So students do not have good motivation in learning mathematics. This is due to the inhumane teaching of mathematics. This research was conducted to assess students' motivation when learning humanistic mathematics based on peer tutors. This research is experimental research with a one group pretest-posttest design. Data were collected using the Attention, Relevance, Confidence, Satisfaction (ARCS) motivation questionnaire. The data were analyzed using the Wilcoxon test because the data obtained were not normally distributed. The results obtained that the value of sig. (2-tailed) of 0.000 is smaller than 0.05 (0.000 < 0.05), which means that the hypothesis is accepted. So that there is a significant comparison between students' mathematics learning motivation before and after applying humanistic mathematics learning based on peer tutors or there is a significant influence between peer tutor-based humanistic mathematics learning on students' mathematics learning motivation.

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

The COVID-19 pandemic is causing a change in the field of education, where learning is currently becoming online. It affects the psychology of the students. This study aimed to analyze the mathematics anxiety and learning motivation of secondary students based on gender during the pandemic. This study was quantitative research. The participants in this study were 451 eighth-grade students of State Secondary School in South Jakarta. The instrument used was a questionnaire. It consisted of 45 statements belonging to 22 items on mathematics anxiety and 23 items on student learning motivation. The data analysis applied was descriptive, Mann-Whitney test, and correlation analysis. The results found that students' mathematics anxiety during the COVID-19 pandemic was moderate. Meanwhile, students' learning motivation was in the high category. In addition, there were significant differences in mathematics anxiety levels between male and female students. However, there was no significant difference in the motivation of learning mathematics students. The correlation between mathematics anxiety and learning motivation indicated a negative relationship.

THE INFLUENCE OF PARENTAL GUIDANCE AND LEARNING MOTIVATION ON STUDENT MATHEMATICS LEARNING OUTCOMES BASED ON STUDENT EMOTIONAL INTELLIGENCE

The emotional intelligence of students is an essential aspect in achieving learning results, particularly in mathematics. This study intends to identify the impact of parental supervision and learning motivation on mathematics learning outcomes at Wahid Hasyim 8 Waru Middle School in terms of high, medium, and low emotional intelligence. This research utilizes quantitative research methods by doing ex-post facto. In collecting data, the researcher uses surveys and documentation. The questionnaire instrument contains three questionnaires, including a parent guidance questionnaire, a learning motivation questionnaire, and an emotional intelligence assessment. While documentation is used to collect statistics on student learning outcomes, it also serves as a means of communication between instructors and students. The results of hypothesis testing from the results of parental guidance and learning motivation on student learning outcomes are reviewed in terms of high emotional intelligence with an F count of 40,661 and an F sig of 0.024, moderate emotional intelligence with an F value of 5.288, and an F count of 0.010, and emotional intelligence with an F value of 7.073 and an F sig of 0.049. The association between mathematical learning results, parental supervision, and learning motivation in terms of emotional intelligence might be described as good and significant.

The Influence of Talking Stick Learning Models on Students’ Mathematics Learning Motivation at Class X MAN 1 Padangsidimpuan

This research is motivated by students' low motivation to learn mathematics, this is influenced by many factors, one of which is the learning model factor provided by the teacher. A learning model that creates a meaningful learning process environment and prioritizes the emergence of motivation to learn mathematics, one of which is the talking stick learning model. So the purpose of this research is to find out the influence of the talking stick learning model on the motivation to learn mathematics for students in class X MAN 1 Padangsidimpuan. This research is a quantitative research with Quasi-experimental method, a type of experimental design quasi experimental design method with the type of one-shot case study design with a sample of class X MIA-1 students totaling 18 people with purposive sampling technique. The data analysis used is descriptive and inferential statistical formulas, namely normality and homogeneity tests and hypothesis tests with one sample t-test. In accordance with hypothesis testing using the one Sample t-test test obtained a calculated price price = 45.249 and a 2-tailed sig value = 0.000, then according to the basis of decision making in the t Test, it can be concluded that H0 is rejected and Ha is accepted at a significance level of 5% (α = 0.05) this shows that there is a significant influence from the application of the Talking Stick learning model on the Students’ Motivation in Learning Mathematics at Class X MAN 1 Padangsidimpuan.

Secondary school students’ attitude towards mathematics word problems

AbstractStudents’ positive attitude towards mathematics leads to better performance and may influence their overall achievement and application of mathematics in real-life. In this article, we present the findings of an investigation on students’ attitude towards linear programming (LP) mathematics word problems (LPMWPs). An explanatory sequential quasi-experimental design involving a pre-intervention-intervention-post-intervention non-equivalent control group was adopted. A sample of 851 grade 11 Ugandan students (359 male and 492 female) from eight secondary schools (public and private) participated. Cluster random sampling was applied to select respondents from eight schools; four from central Uganda and four from eastern Uganda. The attitude towards mathematics inventory-short form (ATMI-SF) was adapted (with α = 0.75) as a multidimensional measurement tool for measuring students’ attitude towards LPMWPs. The results revealed that students’ attitude towards LPMWPs was generally negative. Enjoyment, motivation, and confidence were weekly negatively correlated while usefulness was positively correlated. Additionally, the results found no significant statistical relationship between students’ attitudes towards LPMWPs and their age, gender, school location, school status, and school ownership. The discrepancy is perhaps explained by both theoretical and/or psychometric limitations, and related factors, for instance, students’ academic background, school characteristics, and transitional beliefs from primary to secondary education. This study acknowledges the influence of and supplements other empirical findings on students’ attitude towards learning mathematics word problems. The present study provides insight to different educational stakeholders in assessing students’ attitude towards LPMWPs and may provide remediation and interventional strategies aimed at creating students’ conceptual change. The study recommends that teachers should cultivate students’ interests in mathematics as early as possible. Varying classroom instructional practices could be a remedy to enhance students’ understanding, achievement, and, motivation in learning mathematics word problems. The teachers’ continuous professional development courses should be enacted to improve instruction, assessment, and students’ attitude. Overall, the study findings support the theoretical framework for enhancing the learning of mathematics word problems in general and LP in particular.

THE IMPACT OF SAVI TEACHING METHODOLOGY ON STUDENTS’ MOTIVATION TO LEARN MATHEMATICS IN SMPN 2 NAN SABARIS CLASS VIII IN THE 2021/2022 ACADEMIC YEAR

The lack of student interest in learning mathematics and the continued emphasis on the instructor as the primary source of instruction are the driving forces behind this study. Additionally, learning process is frequently carried out using traditional learning methods. This is evident in the learning process, where many students submit assignments late, students are less interested in learning mathematics because the focus is still on the teacher, and the classroom environment is less than ideal because so many students are still involved in their extracurricular activities. Using a somatic, auditory, visual, and intellectual learning approach is one way to solve this issue. There is a considerable impact of the somatic, auditory, visual, and intellectual learning approaches on students' motivation to learn mathematics in class VIII of SMPN 2 Nan Sabaris Academic Year 2021–2022, according to the study's premise. This research is an experimental research with the research design of The Static Group Comparison Design. The population in this study were all eighth grade students of SMPN 2 Nan ​​Sabaris. The data analysis technique used t-test. Based on the results of data analysis obtained tcount = 2.30 and t-table = 1.67 so that tcount > ttable with a confidence level of 0.05 and a P-value of 0.025. Thus, H1 is accepted and Ho is rejected. It can be concluded that "There is a Significant Influence of Somatic, Auditory, Visual and Intellectual Approaches on Students' Mathematics Learning Motivation in Grade VIII of SMPN 2 Nan ​​Sabaris Academic Year 2021/2022".

Pengaruh Pembelajaran Matematika dengan Menggunakan Media Video Pembelajaran terhadap Motivasi Belajar Matematika Siswa SMPN 2 Baubau

The formulation of the problem in this study is whether there is an effect of learning mathematics by using mathematics learning videos on the motivation of learning mahematics in seventh grade student of SMPN 2 Baubau. The purpose of this study was to determine whether there was an effect of learning mathematics by using learning videosi on the motivation to learn mathematics in class VII students of SMP Negeri 2 Baubau.This research is a guantitative research with a quasi-experimental design method. The population in this study were all grade VII students of SMP Negeri 2 Baubau in the odd semester of the 2022/2023 academic year whiich consisted of 9 class and the samples used were clas VII.8 and VII.9, totaling 58 student using cluster random samplinh technique. Collecting data in this study used a questionnaire on students’ motivation to learn mathematics. The data obtained were analyzed using the Independent Sample T-Test.Based on the result of the study, it was conculuded that the tcount value was 3,43 and ttable value was 2,003 at a significant level of 5% with df 56. Thus, the tcount > ttable, then H0 was rejected. So, it can be concluded that learninmg mathematics by using learning videos has a significant positive effect on Mathematics Learning Motivation of Class VII students of SMP Negeri 2 Baubau.

Student Motivation in Learning Mathematics in Technical and Vocational Higher Education: Development of an Instrument

Mathematics is a challenging subject for most students in technical and vocational institutions. The institutions apply great effort towards developing mathematics knowledge and skills, mainly by influencing students' motivations. This study tries: (1) to present evidence for the validity of an instrument for measuring students' motivational beliefs as their beliefs, self-efficacy, and intrinsic-extrinsic goal orientations regarding mathematics; (2) to explore the relationship between institutional context and the instrument’s scores as students’ motivational beliefs. The data collected from 1,239 students from two different Chilean institutions were analyzed. The psychometric analysis provided evidence of the reliability and validity of the instrument. The instrument suggests differences in the level of motivational beliefs associated with students' age and the type of institutions. The instrument allows educators to study the relationships between motivational beliefs and the institutional context of technical and vocational schools. It can also be used for the prediction of student success in their mathematics course by the understanding of their motivational beliefs towards mathematics.

Pengaruh Metode Pembelajaran Kooperatif Tipe Jigsaw dalam Meningkatkan Minat, Motivasi dan Ketuntasan Belajar Siswa pada Mata Pelajaran Matematika

This study aims to increase interest in learning, motivation, and completeness of Class IX-H students of SMP Negeri 1 Kuningan in mathematics. This research includes classroom action research (Classroom Action Research). The research took place at Kuningan 1 Public Middle School with research subjects in class IX-H odd semester 2019/2020 academic year consisting of 35 students. The results of the classroom action research that has been done can be seen that the interest and motivation of students before and after the class action has increased from 27.27% to 65.91% or an increase of 38.64%. This shows that qualitatively it can be said that providing classroom action in the form of a Jigsaw cooperative learning model can increase students' interest and motivation in learning mathematics.

ANALISIS MOTIVASI BELAJAR MATEMATIKA SISWA MAN 1 KOTA CIREBON PADA PEMBELAJARAN DARING DIMASA PANDEMI COVID-19

This study aims to determine the students' motivation to learn mathematics in online learning during the covid-19 pandemic at MAN 1 Cirebon City in class XI. This type of research is a field research with a descriptive qualitative approach. Methods of data collection is done by observation, questionnaires, interviews and documentation. Researchers took high school students at MAN 1 Cirebon City class XI as a sample, data source sample collection was done purposively and snowball to produce a sample that can logically be considered representative of the population and find key informants who have a lot of information. The results of the study stated that the mathematics learning motivation of MAN 1 Cirebon City students during the covid-19 pandemic was in the "moderate" category with the average percentage gain from the observational analysis of learning motivation of 56.25%, while the results of the questionnaire analysis of learning motivation obtained an average percentage by 78.42% so that it is included in the "high" category. Based the results of interviews and questionnaires, can be concluded that students of MAN 1 Cirebon City have high motivation. So, the motivation for learning mathematics at MAN 1 Cirebon City students in online learning during the COVID-19 pandemic is categorized as "high" from the results of interviews where students meet six indicators of learning motivation.

Motivation for Learning Mathematics: A Study Across Disciplines

Learning mathematics is associated with the assumption as a killer subject that are struggled by many students. This subject is not strictly for one particular field but learners are coming from different disciplines as well. Differences between the disciplines in education may results in difference motivation towards learning mathematics. Thus, this study aims to investigate the motivation of learning mathematics across three disciplines, science and technology, social sciences and business. This quantitative research was conducted by distributing a set of questionnaires to 234 students in a public university in Malaysia. The instruments from the questionnaire with a total of 24 items, consisted of three sections, namely, affective components, expectancy components and value components. The findings reported that learners from social science showed higher mathematics anxiety compared to science and technology and business students yet, it was also a positive attitude to encourage themselves to do better in Mathematics as they believe they can excel in Mathematics. In addition, data presented that learners from Social Science and Business priorities in achieving a good grade to show their ability to others. Eventually, this study provides an insight for the educators towards learners’ motivation from different disciplines to learn Mathematics as well as helps educators to provide a suitable treatment and improve teaching quality to students according to their disciplines. In addition to that it is also hoped that the findings of this study add to the existing theoretical framework in the motivations for learning in general and specifically for motivations in the learning of Mathematics.

Impact of asynchronous Web-based learning environment on students' interest and motivation in mathematics: a quantitative research study

PurposeInternet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning involvement and progress by providing learning assistance by improved instructor, pupil and interactions with fellows. Using an asynchronous Web-based learning environment (WBLE) is one way to manage such assistance. This study aims to identify to what extent the asynchronous WBLE affects students' interest and motivation in learning mathematics at Shah Abdul Latif University (SALU), Khairpur.Design/methodology/approachThis research uses a survey research design under a quantitative approach. Therefore, data are collected through a questionnaire about students' motivation and interest in learning mathematics via asynchronous WBLE. Data are collected from the students of four departments (BEd, BSCS, BBA, BS Mathematics) of SALU, Khairpur. However, as the nature of this study is quantitative, both descriptive and inferential statistics were used in the results and discussion, and a one-way ANOVA test was used. The Cronbach alpha test was also used to assess the item's reliability, and the items were found to be acceptable.FindingsThe findings of this study discovered that asynchronous WBLE has a significant impact on students' intrinsic, extrinsic and interest levels. The results indicated that there is a positive impact based on the level of mean range of asynchronous WBLE on mathematics students.Research limitations/implicationsThe outcome of this study can be used as a guideline to understand and further plan or develop educational interventions based on the level of motivation and interest of mathematics students towards asynchronous WBLE in other contexts.Originality/valueThis is first study of its nature in the context of Khairpur district of Sindh that emphasizes on the motivation and interest of mathematics students toward asynchronous WBLE.