The Contribution of Student Activity and Learning Facilities to Learning Independency and it’s Impact on Mathematics Learning Outcomes in Junior High School

Abstract

This study aims to: (1) examine the contribution of student activity and learning facilities to mathematical learning outcomes indirectly through learning independence, (2) examine the contribution of student activity and learning facilities to learning independence, (3) test the contribution of student learning independence to results learn math. This type of research is quantitative with the research subjects being all VII grade students of the Muhammadiyah Middle School Surakarta Special Program in 2018/2019. Data collection is done by questionnaire and documentation. The data analysis technique used is path analysis which has previously been carried out in five tests of data analysis prerequisites, namely: normality test with liliefors, linearity test, multicollinearity test, heteroscedasticity test and autocorrelation test. The results of the study with a significance level of 0.05, namely: (1) there is a contribution of student activity and learning facilities to learning outcomes indirectly through learning independence by 23.9%, (2) there is a contribution of student activity and learning facilities to learning independence by 64%, (3) there is a contribution of learning independence to mathematics learning outcomes of 15.68%.

Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style

“…However, the subjects who have FD cognitive style are certain that their answer is right, but they have not yet explained steps for mathematics problem solving, so their task resulted in incorrect answers (Witkin et al, 1977;Altun & Cakan, 2006). Students with field-dependent cognitive styles find it challenging to concentrate on one aspect of a situation or examine trends in various sections (Firdausy, Setyaningsih & Waluyo, 2019). The results are in accordance with Azlina, Amin, & Lukito (2018), that individuals who have an FD cognitive style do not reflect their weaknesses in mathematics problemsolving probably.…”

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning

“…The aforementioned definitions can shed light on the term independent learning. A person with high learning independence tends to be confident in managing his learning (Firdausy et al, 2019;Sakai et al, 2010;Usuki, 2000). Little states that independent learning is not an attempt to alienate students from their learning environment or selfstudy, but independent learning is "an ability to take charge of one's learning" (Little, 1996).…”

Kemandirian Belajar Matematika Siswa Sekolah Dasar melalui Daring dengan Model Pembelajaran Flipped Classroom

“…Ada dua faktor yang menunjang kemandirian belajar siswa yaitu faktor dari siswa yaitu motivasi untuk belajar dan dari guru yaitu penguasaan model atau metode pembelajaran serta kesiapan guru dalam pelaksanaan pembelajaran berbasis teknologi informasi (Firdausy et al, 2019). Penggunaan teknologi informasi oleh guru akan dapat mendorong siswa pada pembelajaran aktif sehingga pembelajaran dapat berjalan dengan baik dan bermakna (Asrial et al, 2020).…”

“…Kemampuan matematis siswa menjadi hal yang penting bagi guru untuk diperhatikan karena bagi sebagian besar siswa di Indonesia baik pada tingkat dasar maupun menengah masih menganggap Matematika sebagai mata pelajaran yang menakutkan (Firdausy et al, 2019). Hal ini menjadi tantangan bagi guru untuk dapat mengemas pembelajaran yang lebih menarik dan menyenangkan bagi siswa sehingga konsep pembelajaran mudah dipahami (Asrial et al, 2020).…”