Analysis of Factors Affecting Students’ Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement

Elastika, Rahmi Wiganda; Dewanto, Stanley P.

doi:10.29333/iji.2021.14417a

Cited by 12 publications

(14 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on the value of R squared, the variance of endogenous constructions can be explained well by the predictor construction. This model also follows the theory based on the suitability value of the model where the SRMR is less than 0.08 (Elastika et al, 2021;Karwowski et al, 2020). The good reliability of this research data shows that students as respondents and subjects of this study have good consistency.…”

Section: Resultssupporting

confidence: 62%

Reshaping technology-based projects and their exploration of creativity

Ayu

Saputro

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

This study explores how reshaping technology-based projects in learning designed using SAMR framework (substitution, augmentation, modification, redefinition) can influence students’ creativity. This research is a mixed method, combining quantitative data and qualitative data. The researcher analyzed the results of the students’ pretest and posttest scores and questionnaires and coded the interviews’ results. The research participants were 175 Indonesian students who took a hybrid learning class. This study uses the results of structural equation modeling to determine the contribution of technology to student creativity. The results showed that the most explored creativity indicator was flexibility and the least explored was elaboration. Based on the level of technology use in the SAMR framework, the modification level has the most influence on students’ creativity, while the substitution level has the least influence. Technology tends to be used as a substitute for traditional learning. Our research shows that the level of technology use in SAMR influences the level of creativity in students’ projects with varying impacts. This study concludes that integrating technology into learning in stages contributes to exploring students’ creativity and automatically increases their mastery of technology.

show abstract

Section: Resultssupporting

confidence: 62%

Reshaping technology-based projects and their exploration of creativity

Ayu

Saputro

Sarwanto

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…The decision process took into account four essential parts of CFA: loading factor, convergent validity, composite reliability, and discriminant validity. The items, constructs and variables will be consider and accepted as model's elements if the regression weight (β) for factors loading was 0.708 and above, the average variance extracted (AVE) for the convergent validity was 0.5 and above, the composite reliability (CR) value was 0.708 and above, and value of AVE's square root was greater than the inter-correlation values between items or between constructs for discriminant validity (Elastika et al, 2021;Hair et al, 2012;Zainuddin, 2015). Even though the required factor loading value was 0.708 or higher, a regression coefficient of more than 0.4 items was still acceptable if the AVE value was greater than 0.5.…”

Section: International Journal Ofmentioning

confidence: 99%

“…The PCFI and PNFI index values must exceed 0.5 for the fit of the model (Byrne, 2013;Elastika et al, 2021;Ibrahim, Yusof, Morni, et al, 2019;Meyers et al, 2013). If at least one of each category of absolute relative and parsimony indices was fit, the final model was considered fit.…”

Section: The Convergent Validitymentioning

confidence: 99%

Validating Suburban Teachers’ Commitments: Let’s Appreciate Their Blood, Sweat, and Tears

Ismail¹,

Yusof²,

Ibrahim³

et al. 2022

INT J INSTRUCTION

View full text Add to dashboard Cite

The purpose of this study is to create a model for measuring suburban teachers' commitments in Kelantan, Malaysia. In this quantitative analysis, a cross-sectional study design was adopted. A total of 182 teachers from elementary schools in the Pasir Puteh district of Kelantan were selected using a stratified random sample procedure to complete the online questionnaire. The data was gathered and evaluated using SEM AMOS, which revealed that 19 of the 24 indicated behaviours are acceptable. Finally, the study's findings effectively verified and validated three constructs: affective commitment, normative commitment, and continuance commitment, and effectively developed a measurement model of suburban teachers' commitments in Kelantan. The outcomes of this study can be used to assess teachers' commitment to their profession. Following that, the Ministry of Education (MOE) can design relevant courses or workshops to assist instructors in gaining a better knowledge of instructors. dedication Future scholars are also encouraged to do research in other Malaysian states so that the study's findings may be generalised.

show abstract

“…Various factors can influence the level of student achievement. Ramli et al (2018) and Elastika et al (2021) argued that internal and external factors influence student achievement. Tsai et al (2017) reported that students' learning motivation could predict learning achievement in his research.…”

Section: Introductionmentioning

confidence: 99%

The influence of tutoring and learning motivation on mathematics achievement of junior high school students

et al. 2022

View full text Add to dashboard Cite

Many factors influence student academic achievement, including tutoring and learning motivation. This research aimed to describe the influence of tutoring and learning motivation on Year 8 students’ mathematics achievement in one of the junior high schools in Ruteng, Indonesia in the academic year of 2019/2020. This descriptive research with survey design involved 66 students. Data were collected by administering a student questionnaire consisting of 20 questions. The 5-point Likert scale questionnaire used in this research focused on two categories: tutoring and learning motivation. The final semester test scores were used as the data on students' achievement in learning mathematics. The results revealed that the two factors were positively related to students' mathematics achievement; both contributed to student achievement by 18.49%. These findings confirm that tutoring and students’ motivation from teachers or parents are essential because both mediate student achievement. These results provide meaningful knowledge about the importance of teachers or parents providing structured tutoring to support the mathematics achievement of junior high school students.

show abstract

Analysis of Factors Affecting Students’ Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement

Cited by 12 publications

References 20 publications

Reshaping technology-based projects and their exploration of creativity

Reshaping technology-based projects and their exploration of creativity

Validating Suburban Teachers’ Commitments: Let’s Appreciate Their Blood, Sweat, and Tears

The influence of tutoring and learning motivation on mathematics achievement of junior high school students

Contact Info

Product

Resources

About