The Influence of Group Investigation Learning Implementation Judging From Learning Motivation Against Students' Mathematical Problem Solving Ability

This study was employed to enhance learning motivation and mathematical problem-solving abilities of class VIII A students of SMP Negeri 7 Purwokerto through SFAE learning with problem-solving strategies. The subjects of this study were 31 students of class VIII A SMP Negeri 7 Purwokerto. This study is a Classroom Action Research (CAR), which was conducted collaboratively and participative. The action research was carried out in 3 cycles, with each cycle consisting of 2 meetings. Students were given a questionnaire to measure learning motivation and a test to measure their mathematical problem-solving abilities at the end of each cycle. Data collection techniques in this study include observation, questionnaires, tests, and documentation. Data analysis was carried out by descriptive qualitative and quantitative. The finding showed that implementing of SFAE learning with problem-solving strategies could increase students’ learning motivation and mathematical problem-solving abilities. The study found that (1) The average percentage of the overall learning motivation questionnaire is steadily increased from 61.71% in cycle one to 68.10% in cycle two and 76.03% in cycle three. (2) The average percentage of student tests for problem-solving abilities in cycle one also significantly increases from 35.21% to 53.20% in cycle two and 79.61% in cycle three. The average student test rate for each indicator of problem-solving ability has met the study’s success criteria.

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The Effect of Problem Based Learning and Learning Motivation of Mathematical Problem Solving Skills of Class 5 Students at SDN 0407 Mondang

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i1.850 ◽

2020 ◽

Vol 3 (1) ◽

pp. 531-539

Author(s):

Arif Mahmuda Pohan ◽

Asmin Asmin ◽

Asih Menanti

Keyword(s):

Problem Solving ◽

Student Learning ◽

Mathematics Learning ◽

Mathematical Problem ◽

Problem Based Learning ◽

Learning Motivation ◽

Mathematical Problem Solving ◽

Learning Methods ◽

Class V ◽

Academic Year

This study aims to: 1) find out whether students' mathematical problem solving abilities that are taught with problem based learning are better than students who are taught by direct learning. 2) find out whether the mathematical problem solving ability of students who have high learning motivation is better than students who have low learning motivation. 3) find out whether there is an interaction between learning and student learning motivation towards students' mathematical problem solving abilities. This study uses a quasi-experimental method with a 2x2 factorial design. The study population was fifth grade students (five) in the odd semester of the 2017/2018 Academic Year at SDN 0407 Mondang which consisted of two classes with a sample of 50 students. The class used as the sample of the experimental group is class V A with 25 students and the control class is class V B with 25 students. Thus the sample selection is done by total sampling technique. Data was collected by student achievement test and student motivation instrument. The collected data was processed statistically using a two-way variance (anava) analysis technique with a significance level of 0.05. The results showed that (1) There was an influence of problem-based learning methods on the mathematical problem solving ability of Class V students of SD Negeri 0407 Mondang 2017/2018 Academic Year; (2) There is an influence of student learning motivation on the mathematical problem solving ability of fifth grade students of SD Negeri 0407 Mondang for the Academic Year 2017/2018; and (3) There is an interaction between problem-based learning methods and students' motivation to the mathematical problem solving ability of students of Class V of SD Negeri 0407 Mondang 2017/2018 Academic Year. Practically, this study recommends that teachers use problem-based learning methods in mathematics learning and pay attention to the level of student motivation so that the learning design is adjusted to that motivation level. Theoretically, this study contributes to adding knowledge related to problem-based mathematics learning in elementary schools. Further studies can deepen studies related to the suitability of student characteristics with the selected learning method because these aspects are indicated as one of the key factors for student learning success.

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THE EFFECT OF LEARNING MOTIVATION AND SELF-CONCEPT ON MATHEMATICAL PROBLEMS

Jurnal Daya Matematis ◽

10.26858/jds.v7i1.8845 ◽

2019 ◽

Vol 7 (1) ◽

pp. 49

Author(s):

Baso Intang Sappaile ◽

Triyanto Pristiwaluyo

Keyword(s):

Problem Solving ◽

Positive Relationship ◽

Mathematical Problem ◽

Learning Motivation ◽

Self Concept ◽

Mathematical Problem Solving ◽

Study Program ◽

Independent Variables ◽

Mathematical Problems ◽

The Relationship

This research is a survey research that is focused on the ability of students to solve mathematical problems. The purpose of the study was to determine the relationship between learning motivation and self-concept of students with the ability to solve mathematical problems, both together and individually. The population of the study is 2017/2018 odd semester students of Mathematics Education Study Program FMIPA UNM Makassar. Sampling is used random class. Data obtained through instruments: 1) learning motivation scale, 2) self concept scale, 3) test mathematical problem solving ability. Data were analyzed by multiple regression. The conclusions obtained are 1) learning motivation has a positive relationship with mathematical problem solving abilities, 2) self-concept has a positive relationship with mathematical problem solving abilities, and 3) contribution of motivation and self-concept to mathematical problem solving by 71%. It is expected that other researchers to expand the population and add independent variables that theoretically adhere to mathematical problem solving abilities

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Contribution of Mathematical Anxiety, Learning Motivation and Self-Confidence to Student’s Mathematical Problem Solving

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i4.1343 ◽

2020 ◽

Vol 3 (4) ◽

pp. 1759-1772

Author(s):

Irhamna Irhamna ◽

Zul Amry ◽

Hermawan Syahputra

Keyword(s):

Problem Solving ◽

Mathematics Anxiety ◽

Math Anxiety ◽

Mathematical Problem ◽

Linear Regression Analysis ◽

Learning Motivation ◽

Mathematical Problem Solving ◽

Self Confidence ◽

Mathematical Anxiety ◽

Mathematical Problems

The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self-confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities.

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HUBUNGAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA SMP PADA MATERI SEGITIGA SEGIEMPAT

JPMI (Jurnal Pembelajaran Matematika Inovatif) ◽

10.22460/jpmi.v2i6.p415-420 ◽

2019 ◽

Vol 2 (6) ◽

pp. 415

Author(s):

Usep Rahayu Mulyana ◽

Aflich Yusnita Fitrianna

Keyword(s):

High School Students ◽

Problem Solving ◽

Junior High School ◽

Mathematical Problem ◽

Significance Test ◽

Learning Motivation ◽

Mathematical Problem Solving ◽

Research Subjects ◽

School Students ◽

The Relationship

The study was conducted to analyze the relationship of learning motivation to the mathematical problem solving ability of 7th grade students. The research method is correlation. The research subjects consisted of 32 7th grade students at SMPN 3 Purwakarta. Test test instruments and non-test instruments are the methods used in data collection. The test given was in the form of 5 problem solving abilities in the form of essays and non-learning motivation scale with Likert scale. The normality test, the correlation test, the determinant coefficient, the significance test to see the correlation between the variables of learning motivation and the variables of mathematical problem solving ability are the steps taken. The conclusion from the results of the study there are 12.18% the relationship between learning motivation and problem solving abilities of junior high school students.

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The Effect of Creative Problem Solving Learning Models on Problem Solving Ability in Learning Motivation and Student Self-Efficacy View

International Journal of Social Science and Human Research ◽

10.47191/ijsshr/v4-i3-30 ◽

2021 ◽

Vol 04 (03) ◽

Author(s):

Nur Baity ◽

Keyword(s):

Problem Solving ◽

Self Efficacy ◽

Mathematical Problem ◽

Sampling Technique ◽

Learning Motivation ◽

Mathematical Problem Solving ◽

Learning Models ◽

Creative Problem Solving ◽

High Learning ◽

Creative Problem

This study aims to determine; 1) the effect of using creative problem-solving learning models on mathematical problem-solving abilities, 2) the influence of learning motivation on mathematical problem-solving abilities, 3) the influence of students' self-efficacy on mathematical problem-solving abilities, 4) interactions between creative problem-solving learning models with students' learning motivation towards mathematical problem-solving abilities, 5) interaction between creative problem-solving learning models with self-efficacy on mathematical problem-solving abilities, 6) interactions between learning motivation and selfefficacy on mathematical problem-solving abilities and 7) interactions between models learning creative problem solving, learning motivation and self-efficacy together on mathematical problem-solving abilities. The method used in this research is an experimental research method. A sample of 70 students was taken using the cluster random sampling technique. The data analysis used was the three-way Anava technique and the follow-up test used a multiple comparison test. The results showed that: 1) creative problemsolving learning models more effectively influence problem-solving abilities than conventional learning models, 2) high learning motivation is more effective in influencing mathematical problem-solving abilities than moderate learning motivation and low learning motivation, 3) high self-efficacy more effective in influencing mathematical problem-solving abilities than moderate selfefficacy and low self-efficacy, 4) there is no effect of differences in learning models with learning motivation on mathematical problem-solving abilities, 5) there is no difference between learning models and self-efficacy on solving abilities problem, 6) high learning motivation with moderate self-efficacy most effectively affects mathematical problem-solving abilities, 7). Creative problem-solving learning model, high learning motivation with moderate self-efficacy most effectively affect mathematical problem-solving abilities.

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Correlation Between Learning Motivation and Problem-Solving Ability Based on Gender

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i3.1127 ◽

2021 ◽

Vol 13 (3) ◽

pp. 2810-2816

Author(s):

Irham Habibi Harahap

Keyword(s):

Problem Solving ◽

Mathematics Learning ◽

Mathematical Problem ◽

Learning Motivation ◽

Male Students ◽

Coefficient Of Determination ◽

Mathematical Problem Solving ◽

A Value ◽

Analysis Technique ◽

The Relationship

The purpose of this study is to determine the relationship between students' motivation to learn and their mathematical problem-solving abilities based on their gender. This study employs a quantitative method with a correlation survey approach to assess students' motivation and mathematical problem-solving abilities. It involves 73 students from Madrasah Tsanawiyah. The data analysis technique used in this study was the product-moment correlation test, which yielded a value of 0.001 for sig.(2-tailed). Means 0.001 0.05, Ha is accepted, and H0 is rejected based on male students. The value of sig. (2-tailed) is 0.003, meaning 0.003 0.05, Ha is accepted, and H0 is rejected based on female students. And the value of sig.(2-tailed) is 0.000, meaning 0.000 0.05 then Ha is accepted, and H0 is rejected. There is a significant positive correlation between learning motivation and mathematical problem-solving with a correlation coefficient value of 0.435 then the level of correlation between variables is a moderate correlation. The coefficient of determination test is (0.435)2 x 100% = 18.92%. This means that only 18.92% of the contribution of the independent variable, namely learning motivation, to the dependent variable, is the student's mathematics learning outcomes and other things influence 81.08%.

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Pengaruh Gaya Kognitif dan Motivasi Belajar Matematika Terhadap Kemampuan Pemecahan Masalah Matematika Mahasiswa PGSD

JIKAP PGSD Jurnal Ilmiah Ilmu Kependidikan ◽

10.26858/jkp.v3i3.10215 ◽

2019 ◽

Vol 3 (3) ◽

pp. 186

Author(s):

Rahmawati Patta ◽

Muhammad Idris Jafar ◽

Syamsuddin S

Keyword(s):

Problem Solving ◽

Cognitive Style ◽

Mathematics Learning ◽

Mathematical Problem ◽

Learning Motivation ◽

Mathematical Problem Solving ◽

Motivation To Learn ◽

Independent Field ◽

Mathematical Problems ◽

And Mathematics

This study aims to determine the effect of cognitive style and motivation to learn mathematics on the ability to solve mathematical problems. The research method used is ecso facto research by using the Geft test instrument to measure cognitive style, a learning motivation scale questionnaire and a test of mathematical problem solving abilities. The population in this study was PGSD Bone Campus VI FIP UNM students who programed an introductory course on basic mathematics. The data analysis technique used is Two-Way Anova. The results showed that (a) cognitive style significantly influenced the ability of mathematical problem solving, (b) the motivation to learn mathematics had a significant positive effect on the ability to solve mathematical problems, (c) the cognitive style and mathematics learning motivation together significantly influenced on the ability to solve mathematical problems, (d) there are differences in the ability to solve mathematical problems based on cognitive style and learning motivation where the independent field skills with high mathematical learning motivation results in the ability to solve mathematical problems in the good category. Conclusion cognitive style and motivation to learn mathematics have a significant influence on the ability to solve mathematical problems.

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