scholarly journals Pengaruh Konsep Diri dan Iklim Keluarga melalui Motivasi Berprestasi, Sikap, dan Kreativitas terhadap Hasil Belajar Matematika

2019 ◽  
Vol 7 (1) ◽  
pp. 35-46
Author(s):  
Nur Hidayah
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Mathematics Learning ◽  
Self Concept ◽  
Equation Modeling ◽  
Family Climate ◽  
Ex Post ◽  
Multi Stage

Abstract:This is an Ex Post Facto research which aimed to investigate the influence of self concept and family climate through achievement motivation, attitude, and creativity toward mathematics learning outcomes of XIth grade science student of public senior high school in Palopo. Population of this research consisted of all XI grade science students of public senior high schools in Palopo. Sampling was taken by multi-stage random sampling. Data were taken by employing six instruments, namely questionnaire of self concept, family climate, achievement motivation, attitudes to mathematics, mathematics learning creativity, and mathematics learning achievement test. It was analyzed by using SEM analysis (Structural Equation Modeling) by software AMOS 20 and also by Sobel test to examine the indirect influence and signification through intervening. The results of the research showed that students' mathematics learning outcomes was fair category by the mean score of 68 of ideal 100. Whereas self concept with persentage 62.2%, family climate 72.6%, attitudes in mathematics 71%, achievement motivation 70.9%, creativity and learning mathematics 61% from the expected score 100%. Analysis of measurement model explained that all the construct were well explained by the dimensions, and for Goodness of Fit test based on the score of significant probability, RMSEA, GFI, AGFI, CMIN / DF, TLI, and CFI showed that the structural equation model have fulfilled the condition of a good model. Hypothesis test indicated that significant achievement motivation was influenced by self concept and family climate, attitudes to mathematics was significantly influenced by the concept of self, family climate and achievement motivation, creativity was significantly influenced by attitude in mathematics, but not significantly influenced by the self concept and family climate. Moreover, mathematics learning outcomes was significantly influenced directly by self concept, family climate, and mathematics learning creativity. Abstrak:Penelitian ini merupakan penelitian ex-post facto yang bertujuan untuk meneliti pengaruh konsep diri dan iklim keluarga melalui motivasi berprestasi, sikap, dan kreativitas terhadap hasil belajar matematika siswa kelas XI SMA Negeri di Kota Palopo. Populasi penelitian ini adalah semua siswa IPA kelas XI SMA Negeri di Palopo. Pengambilan sampel dilakukan dengan multi-stage random sampling. Data diambil dengan menggunakan enam instrumen, yaitu angket konsep diri, iklim keluarga, motivasi berprestasi, sikap matematika, kreativitas belajar matematika, dan tes prestasi belajar matematika. Data kemudian dianalisis dengan menggunakan analisis SEM (Structural Equation Modeling) dengan menggunakan bantuan software AMOS 20 dan juga dengan menggunakan tes Sobel untuk menguji pengaruh tidak langsung dan signifikansi melalui Variabel Perantara (Intervening). Hasil penelitian menunjukkan bahwa hasil belajar matematika berada pada kategori sedang dengan nilai rata-rata dari 68 dari yang ideal 100. Sedangkan konsep diri dengan presentase 62,2%, iklim keluarga 72,6%, sikap dalam matematika 71%, motivasi berprestasi 70,9%, kreativitas dan belajar matematika 61% dari nilai yang diharapkan 100%. Analisis pengukuran model menjelaskan bahwa semua konstruk dijelaskan dengan baik oleh setiap dimensi, dan untuk uji goodness of fit berdasarkan skor signifikansi probabilitas, RMSEA, GFI, AGFI, CMIN / DF, TLI, dan CFI menunjukkan bahwa model persamaan struktural telah memenuhi syarat sebagai model yang baik. Uji hipotesis menunjukkan motivasi berprestasi signifikan dipengaruhi oleh konsep diri dan iklim keluarga, sikap terhadap matematika dipengaruhi oleh konsep diri, iklim keluarga dan motivasi berprestasi, kreativitas dipengaruhi oleh sikap pada matematika, tetapi tidak dipengaruhi secara signifikan oleh konsep diri dan iklim keluarga. Selain itu, hasil belajar matematika secara signifikan dipengaruhi secara langsung oleh konsep diri, iklim keluarga, dan kreativitas belajar matematika.

scholarly journals KONTRIBUSI KONSEP DIRI DAN PERHATIAN ORANG TUA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS X SMA DI KECAMATAN WERA BIMA

2020 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Dusalan Dusalan
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Self Concept ◽  
Positive Contribution ◽  
School Students ◽  
Know How ◽  
Ex Post ◽  
Ex Post Facto

The purpose of this study is (1) Want to know how much the contribution of self-concept, and the attention of parents, to the results of mathematics learning in class X SMA in Wera Bima District; (2) Want to know how much the positive contribution of self-concept to the results of mathematics learning in class X SMA in Wera Bima District; and (3) Want to know how much the positive contribution of parents' attention to the results of mathematics learning in class X SMA in Wera Bima District. The type of this study was ex-post facto, the population in this study were Class X students of State High Schools in Wera Bima Subdistrict in the year 2017/2018 which were taken using Proportional stratified random sampling. Instruments used: (1) self-concept scale, (2) the scale of parental attention, (3) tests of mathematics learning outcomes. Data were analyzed by descriptive statistics and path analysis. The results of the study illustrate that; (1) Positive contribution to self-concept, and parents' attention together (simultaneous) to the mathematics learning outcomes of class X high school students in Wera Bima District, for R2square = 11.10%. (2) The positive contribution of self-concept towards the mathematics learning outcomes of class X high school students in Wera Bima Subdistrict, amounting to 15.70%. and (3) The positive contribution of parents' attention                      to the mathematics learning outcomes of class X high school students in Wera Bima District, amounting to 19.80%.

scholarly journals Pengaruh Konsep Diri dan Motivasi Berprestasi terhadap Hasil Belajar Matematika Siswa Kelas X (Survei pada SMK Se-Kecamatan Ciracas)

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Sariningsih Tiorenna
Keyword(s):  
Path Analysis ◽  
Learning Outcomes ◽  
Achievement Motivation ◽  
Significant Relationship ◽  
Mathematics Learning ◽  
Self Concept ◽  
Survey Method ◽  
Student Learning Outcome ◽  
And Mathematics ◽  
Linearity Test

<p>The purpose of this study was to determine how large a) Effect of self-concept <br />and mathematics student learning outcome 2) The influence of achievement motivation with students 'mathematics learning outcomes 3) Effect of self-concept and achievement motivation of students' mathematics learning outcomes. The research method used is survey method correlational path analysis (path analysis). The sample populations of this study were drawn from affordable with simple random sampling technique, as many as 232 respondents. Instrument used in this study is a questionnaire instrument; to measure the variable self-concept and achievement motivation, as well as a test instrument to measure the outcome variables studied mathematics. After testing, the third such instrument is valid and reliable, so worthy to be used for further research. Furthermore, the data were analyzed descriptively and performed tests that include requirements analysis test for normality and linearity test so that further analysis using statistical parametric. The calculation result shows that the data is normally distributed, as well as the linearity of regression test showed that the linear regression form. The results of <br />hypothesis testing showed that students' self-concept have a significant relationship with students' mathematics learning outcomes, achievement motivation has a significant relationship with learning outcomes and self-concept and mathematics achievement motivation also had a significant relationship with students' mathematics learning outcomes. </p>

scholarly journals PEMANFAATAN APLIKASI WHATSAPP PADA PEMBELAJARAN BERBASIS MASALAH UNTUK MATA KULIAH AKUNTANSI INTERNASIONAL DI UNIVERSITAS PGRI MADIUN

2018 ◽  
Vol 6 (2) ◽  
pp. 199-211
Author(s):  
Supri Wahyudi Utomo ◽  
Moh. Ubaidillah
Keyword(s):  
Structural Equation Modeling ◽  
Least Squares ◽  
Learning Outcomes ◽  
Partial Least Squares ◽  
Structural Equation ◽  
Student Learning Outcomes ◽  
Equation Modeling ◽  
Ex Post ◽  
Ex Post Facto ◽  
Quota Sampling

The selection of learning methods becomes essential in teaching and learning process to improve student’s learning outcomes. The fault in choosing a learning method, will negatively affect the student’s learning outcomes. In addition to learning methods, learning media must be considered to support and facilitate learning to achieve the learning objectives. This study aims to identify the impacts of problem-based learning models on student learning outcomes by using Whatsapp applications. The research types was ex-post facto quantitative using quota sampling method, which determined as many as 32 7B semester students of the Accounting Education Program at the University of PGRI Madiun. The data collection technique was observation by applying questionnaires, and document of student learning outcomes. The method of analyzing questionnaire data in this study used the structural equation modeling (SEM) with partial least squares (PLS) tool. The results showed that problem-based learning model with Whatsapp application positively affected the students’ achievement for the International Accounting Subject. The students’ achievement was above the threshold level. Students could easily communicate, coordinate and discuss materials before presentation without direct interaction.ABSTRAKPemilihan metode pembelajaran merupakan hal penting dalam proses belajar-mengajar untuk meningkatkan hasil belajar mahasiswa. Sebaliknya, kesalahan memilih metode pembelajaran akan berdampak negatif terhadap hasil belajar mahasiswa. Selain metode pembelajaran, pemanfaatan media pembelajaran juga harus diperhatikan untuk mendukung dan memudahkan pembelajaran sehingga tujuan belajar dapat tercapai. Penelitian ini bertujuan untuk mengetahui pengaruh atau dampak penerapan model pembelajaran berbasis masalah yang memanfaatkan aplikasi Whatsapp terhadap hasil belajar mahasiswa. Jenis penelitian ini adalah penelitian kuntitatif ex-post facto. Pengambilan sampel menggunakan metode quota sampling sebanyak 32 mahasiswa semester 7B program studi pendidikan akuntansi Universitas PGRI Madiun. Teknik pengumpulan data menggunakan kuesioner dan tes hasil belajar mahasiswa. Teknik analisis data kuesioner menggunakan structural equation modeling (SEM) dengan alat partial least squares (PLS). Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berbasis masalah dengan menggunakan aplikasi Whatsapp berpengaruh atau berdampak positif yang ditunjukkan hasil belajar mahasiswa untuk mata kuliah Akuntansi Internasional berada di atas kriteria capaian yang ditetapkan. Mahasiswa lebih mudah dalam komunikasi, koordinasi, dan diskusi sebelum melakukan presentasi tanpa harus bertemu secara langsung.

The Influence of Achievement Motivation and Self-Regulated Learning (SRL) on Students’ Mathematics Learning Outcomes

2019 ◽  
Vol 6 (1) ◽  
pp. 87-100
Author(s):  
Anwaril Hamidy ◽  
Pika Merliza
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Mathematics Learning ◽  
Cluster Sampling ◽  
West Kalimantan ◽  
Self Regulated Learning ◽  
School Year ◽  
Ex Post ◽  
Ex Post Facto ◽  
Tenth Grade

This study explores the significance of influence of achievement motivation and SRL toward students’ mathematics learning outcomes. This was an ex post facto research. The population was all tenth-grade students of MAN 2 Samarinda, West Kalimantan, Indonesia in the school year 2013/2014. The sample was selected by cluster sampling, as well as obtained four classes as a sample. The data were collected by questionnaires of achievement motivation and SRL, and math formative test. Furthermore, the data were analyzed by using multiple regression analysis. The results of this study is the assumption of regression equation Ŷ = -21,682 + 0,400X1 + 0,239X2 with F value is 40,043 and the significance is 0,000. Hence, there is a significant combination of achievement motivation and SRL through students’ mathematics achievement.

scholarly journals The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement

2016 ◽  
Vol 1 (1) ◽  
pp. 01-08
Author(s):  
Nor Aniza Ahmad ◽  
Siti Aishah Hassan ◽  
Abdul Razak Ahmad ◽  
Chua Lay Nee ◽  
Nor Hashim Othman
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Student Motivation ◽  
Teaching Practices ◽  
Structural Equation ◽  
Theoretical Models ◽  
Parental Engagement ◽  
Jel Classification ◽  
Self Concept ◽  
Equation Modeling

Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty - This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper - Empirical Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. JEL Classification: I21, I23.

scholarly journals Pengaruh Motivasi Berprestasi dan Persepsi Siswa Tentang Cara Guru Mengajar Terhadap Hasil Belajar Matematika Siswa

2021 ◽  
Vol 1 (3) ◽  
pp. 455-466
Author(s):  
Wulandari Wulandari ◽  
Syahrul Azmi ◽  
Nani Kurniati ◽  
Nurul Hikmah
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Achievement Motivation ◽  
Significant Influence ◽  
Mathematics Learning ◽  
Test Analysis ◽  
Analysis Techniques ◽  
Ex Post ◽  
Ex Post Facto ◽  
Data Collection Technique

This study aims to: (1) find out how achievement motivation affects the mathematics learning outcomes;  (2) knowing how the influence by  student perceptions of how teachers teach on mathematics learning outcomes; and (3) to find out how the influence of achievement motivation and student perceptions about how teachers teach on the mathematics learning outcomes at VIII grade students of SMPN 16 Mataram in academic year 2019/2020. This type of research is ex post facto research.  The population of this study were all students at  VIII grade  as many as 110 students consisting of classes A, B, C and D. The sample used was saturated sampling where the entire population was the sample in this study.  The data collection technique used was a questionnaire and tests.  This research uses prerequisite test analysis techniques and inferential analysis techniques.  The results obtained show: (a) There is a significant effect of achievement motivation on the mathematics learning outcomes with a contribution of 10.1%;  (b) there is a significant influence on student perceptions of how teachers teach on mathematics learning outcomes with a contribution of 17.8%; and (c) there is a significant influence on achievement motivation and student perceptions of how teachers teach on mathematics learning outcomes with a contribution of 20.1%.

scholarly journals Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter?

2021 ◽  
Author(s):  
Stefan Kulakow
Keyword(s):  
Structural Equation Modeling ◽  
Learning Environment ◽  
Learning Environments ◽  
Achievement Motivation ◽  
Structural Equation ◽  
Perceived Competence ◽  
Self Concept ◽  
Equation Modeling ◽  
Support Functions ◽  
Student Centered

The present study tests the following: a) whether perceived competence supportfunctions as a mediator in the associations between academic self-concept and achievement motivation and b) how various learning environments shape these associations. A teacher- directed learning environment (TDL) and a student-centered approach, namely competence- based learning (CBL), were contrasted using latent mean comparison and multi-group structural equation modeling with indirect effects. This study is based on a sample of German students in early and middle adolescence (N = 1,153; MAgeT1 = 13.97, SD = 1.37; MAgeT2 = 14.27, SD = 1.25) in two waves (T1 = Autumn 2015 and T2 = Spring 2016). The results of the latent mean comparison indicate that students from schools with CBL perceive a higher level of academic self-concept compared to students from TDL environments. Moreover, multigroup structural equation modeling demonstrates that perceived competence support functions as a mediator in the association between academic self-concept and achievement motivation primarily for students from schools with CBL. Findings suggest that mostly students with a low level of academic self-concept benefit from CBL because this student- centered learning environment reduces the association between academic self-concept and achievement motivation through a high level of perceived competence support.

Learning model of municipal students

2021 ◽  
Vol 16 (4) ◽  
pp. 1765-1775
Author(s):  
Rini Sugiarti ◽  
Nerru Pranuta Murkana ◽  
Erwin Erlangga ◽  
Rizal Adicita ◽  
Satria Pinandita
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Structural Equation ◽  
Learning Model ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Parental Encouragement ◽  
Self Confidence ◽  
Ex Post ◽  
The Impact

This study aims to analyze the learning model of municipal students. The approach used in this study is a quantitative correlational study with an ex-post facto design and path analysis. The instrument used is a questionnaire and Structural Equation Modeling (SEM) with WarpPLS 4.0 statistical software to analyze the data. The results show that there are positive and significant effects of self-confidence on learning motivation, and the effects of learning style are also positive and significant on learning motivation. There is a positive and significant effect of parent encouragement on learning motivation. The effect of student’s self-confidence on learning motivation also shows positive and significant. The impact of learning motivation on learning outcomes is significantly positive. While the impact of self-confidence on learning outcomes also shows positive results. The effect of parental encouragement on learning outcomes. Finally, the effect of parental encouragement on self-confidence also describes positive impacts.         Keywords: Learning Model, Students, Municipal, Self-confidence, Learning Motivation, Learning Outcomes

scholarly journals Pengaruh Konsep Diri dan Motivasi Berprestasi Terhadap Hasil Belajar Fisika Peserta Didik

2020 ◽  
Vol 8 (2) ◽  
pp. 553-569
Author(s):  
Muhammad Amran Shidik
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Achievement Motivation ◽  
Linear Regression Analysis ◽  
Student Learning Outcomes ◽  
Multiple Linear Regression Analysis ◽  
Self Concept ◽  
Choice Test ◽  
Ex Post

[THE EFFECT OF SELF-CONCEPT AND ACHIEVEMENT MOTIVATION ON STUDENTS ‘LEARNING OUTCOMES]. The purpose of this research is to determine the effect of self-concept and achievement motivation on student learning outcomes. This research is included in quantitative research with the type of ex post facto causal research. The research instrument used was a closed questionnaire to measure the variables of self-concept and achievement motivation and a multiple choice test to measure student learning outcomes. The sample in this study were students of class XI IPA at SMA Negeri 1 Kaledupa, Kaledupa District, Wakatobi Regency, Southeast Sulawesi Province. After the data was obtained, it was analyzed with multiple linear regression analysis using the IBM SPSS 24 application. Based on the results of the research data analysis, it was concluded that there was an effect of self-concept and achievement motivation on student learning outcomes, this was based on the significance value obtained at 0.00 < 0.05. The magnitude of the influence of self-concept and prestigious motivation on learning outcomes is 84.4%, this is obtained based on the value of R Square after data analysis.

scholarly journals PENGARUH AKTIVITAS BELAJAR DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 21 AMBON

2019 ◽  
Vol 1 (1) ◽  
pp. 15-22
Author(s):  
Abdul Sofyan ◽  
Tanwey Gerson Ratumanan
Keyword(s):  
Learning Outcomes ◽  
Structural Equation ◽  
Mathematics Learning ◽  
Equation Model ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Independent Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Self Learning

This study is ex-post facto studythat is causal in nature in order to measure the direct and indirect effects of learning and independence of learning activities on learning outcomes. The study was conducted on 151 students of SMP Negeri 21 Ambon. Data was collected using observation, questionnaires, and tests. Data analysis used descriptive statistics and Structural Equation Model (SEM). From this study the results were obtained: (1) There was an effect of learning activities on student self-learning directly by , including the medium category; (2) There is an influence of learning activities on students' mathematics learning outcomes directly by , including the medium category; (3) There is an effect of learning independence on students' mathematics learning outcomes directly by , including the low category; (4) There is an influence of learning activities on student mathematics learning outcomes indirectly through learning independence by , including low categories; (5) Total effect of learning activities to students' mathematics learning outcomes either directly or indirectly through independent learning  including the big categories

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