Self-Regulated Learning Terhadap Hasil Belajar Matematika Siswa

Abror, Muhammad Haikal

doi:10.31980/plusminus.v2i2.1676

Cited by 9 publications

(11 citation statements)

References 12 publications

(12 reference statements)

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“…However, this type of research only demonstrates facts to respondents. It does not adhere to the research subject, so study participants do not provide treatment to increase the variables that have been studied (Abror, 2022). Then, there are independent factors and dependent variables in this study, with explaining skills (X1) as the first independent variable, questioning skills (X2) as the second independent variable, and mathematics learning outcomes (Y) as the dependent variable.…”

Section: Methodsmentioning

confidence: 99%

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

Yulianti

Fathoni

2022

j. ilm. sekol. Dasar

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Several problems developed in the field, namely, the achievement of student learning objectives, still needed to be optimal due to the need for instructors' understanding of explaining and asking skills. This study aims to analyze the relationship between explaining skills and learning outcomes in mathematics, the relationship between asking skills and learning outcomes in mathematics, and the relationship between explaining skills and questioning skills with learning outcomes in class VI MI students. This study uses a quantitative methodology and uses ex-post facto. The population of this study was 24 students, and 23 students were taken as a sample using a saturated sampling technique. Data collection tools used are surveys and documentation studies. The data collection instrument was a questionnaire with a Likert scale which had previously been evaluated for normality and reliability. Pearson product-moment correlation, multiple correlation, and F-test were used for data analysis. The results of testing the hypothesis show a significant and positive relationship between explaining skills and mathematics learning outcomes. There is a positive and significant relationship between questioning skills and mathematics learning outcomes. There is a positive relationship between explaining and asking skills and mathematics learning outcomes. It was concluded that there was a positive and statistically significant relationship between the ability to explain and the skills to ask questions with the mathematics learning outcomes of MI class VI students.

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Section: Methodsmentioning

confidence: 99%

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

Yulianti

Fathoni

2022

j. ilm. sekol. Dasar

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“…Apabila permasalahan diatas tidak diatasi, maka hasil belajar pada operasi bilangan bulat pun tidak akan menghasilkan yang baik dan tujuan dari sebuah pendidikan pun tidak berjalan lancar. Dengan adanya motivasi dalam diri siswa untuk belajar mandiri maka akan mempengaruh siswa untuk belajar dan berlatih soal operasi bilangan bulat dengan baik, sehingga siswa dilatih untuk berpikir kritis, cermat, logis, yang dimana siswa akan berhasil dan memiliki kemampuan yang baik dalam proses pembelajaran (Nurrawi, Zahra, Aulia, Greis & Mubarok, 2023).…”

Section: Pendahuluanunclassified

Motivasi Belajar Mandiri Terhadap Hasil Belajar Operasi Bilangan Bulat Pada Siswa SMP

Alus,

Sa'o,

Tupen

2023

Jupika:J.P.M.

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This study aims to determine the effect of independent learning motivation on the learning outcomes of integer operations in students of Ende Christian Private Junior High School. This type of research is quantitative. The population in this study was all students of Ende Christian Private Junior High School while the sample in this study was 23 students of grade VII B ENDE Christian Junior High School. Data collection was carried out using two questionnaire instruments and a test of learning outcomes of integer operations. The results of descriptive statistical analysis showed that the self-learning motivation of grade VII B students of Ende Christian Private Junior High School was categorized as medium with an average score of 59.00 with the highest score of 80 and the lowest score of 34 while the learning outcomes of integer operations of Ende Christian Private Junior High School were categorized as lacking an average score of 62,22 with the highest score of 90 and the lowest score of 40. While inferential statistical analysis obtained independent learning motivation had a significant effect on the learning outcomes of integer operations in grade VII B students of Ende Christian Private Junior High School by 56.1%.

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“…Pentingnya Matematika diajarkan di sekolah Dasar dan Menengah tercantum dalam standar isi untuk satuan Pendidikan Dasar dan Menengah, dimana disebutkan Matematika perlu diberikan kepada semua siswa dalam upaya untuk membekali siswa untuk dapat berpikir logis, analitis, sistematis, kritis dan kreatif serta mampu untuk bekerja sama (Rahlan & Sofyan, 2021;Abror, 2022;Permatasari & Afriansyah, 2022).…”

Section: Pendahuluanunclassified

Pengaruh Problem Based Learning terhadap Kemampuan Penalaran Matematik dan Korelasinya dengan Kemampuan Awal Siswa SMP

Ardiansyah¹,

Wahyuningrum

Rumanta

2022

Mosharafa

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Penelitian ini bertujuan untuk mengetahui pengaruh problem-based learning terhadap kemampuan penalaran matematik, dan korelasi kemampuan penalaran matematik dengan kemampuan awal siswa SMP. Populasi dalam penelitian ini adalah seluruh siswa SMP Negeri 1 Tanjung Palas Tengah, sampelnya diambil dua kelas secara random dari seluruh kelas VIII. Metode yang digunakan yaitu metode eksperimen, dimana instrumennya terdiri dari pretest dan postest. Hasil penelitian menunjukkan bahwa pada data pretest tidak menunjukkan adanya perbedaan kemampuan penalaran matematika antara kelompok kontrol dan kelompok eksperimen. Hasil uji t pada data postest menunjukkan perbedaan kemampuan penalaran matematika antara kelompok eksperimen dan kelompok kontrol pada taraf signifikansi 5%. Pada uji korelasi Widespread Biserial menunjukkan adanya korelasi. Disimpulkan bahwa terdapat pengaruh problem-based learning terhadap peningkatan kemampuan penalaran matematik siswa dan kemampuan awal siswa tidak membedakan peningkatan kemampuan penalaran matematika siswa dan korelasinya.This study aims to determine the effect of problem-based learning on mathematical reasoning abilities, and the correlation of mathematical reasoning abilities with the initial abilities of junior high school students. The population in this study were all students of SMP Negeri 1 Tanjung Palas Tengah, the samples were taken randomly from two classes of class VIII. The method used is the experimental method, where the instrument consists of a pretest and posttest. The results showed that the pretest data did not show any difference in mathematical reasoning ability between the control group and the experimental group. The results of the t-test on posttest data showed differences in mathematical reasoning abilities between the experimental group and the control group at a significance level of 5%. The Biserial Widespread correlation test shows a correlation. It was concluded that there was an effect of problem-based learning on increasing students' mathematical reasoning abilities and students' initial abilities did not distinguish between increasing students' mathematical reasoning abilities and their correlations.

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Self-Regulated Learning Terhadap Hasil Belajar Matematika Siswa

Cited by 9 publications

References 12 publications

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

Explaining Skills and Asking Skills Improve Mathematics Learning Outcomes of Elementary School Students

Motivasi Belajar Mandiri Terhadap Hasil Belajar Operasi Bilangan Bulat Pada Siswa SMP

Pengaruh Problem Based Learning terhadap Kemampuan Penalaran Matematik dan Korelasinya dengan Kemampuan Awal Siswa SMP

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