scholarly journals THE RELATIONSHIPS AMONG LEARNING INDEPENDENCE, REASONING ABILITY, AND LEARNING ENVIRONMENT AT HOME WITH STUDENTS MATHEMATICS LEARNING OUTCOMES IN CLASS XI TKJ OF EVEN SEMESTER IN SMK NEGERI 1 PLERET BANTUL

2017 ◽  
Vol 4 (2) ◽  
pp. 111
Author(s):  
Nining Apriani ◽  
Uswatun Khasanah
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Reasoning Ability ◽  
At Home

scholarly journals Correlation Between Learning Environment at School and Mathematics Learning Outcomes for the Fourth Grade Student of Elementary Schools in Kebumen Sub-District in Academic Year of 2019/2020

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Purwaka Atmaja ◽  
Joharman Joharman ◽  
Ratna Hidayah
Keyword(s):  
Elementary Schools ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Grade Student ◽  
Significance Level ◽  
Correlation Test ◽  
And Mathematics ◽  
Academic Year

<p><strong>Abstract</strong><strong>.</strong> <strong>Correlation Between</strong><strong> </strong><strong>Learning Environment at School</strong><strong> and </strong><strong> Mathematics Learning Outcomes for the Fourth Grade Student of Elementary Schools in Kebumen Sub-District in Academic Year of 201</strong><strong>9</strong><strong>/20</strong><strong>20.</strong><strong><em> </em></strong><em>The research aims to examine positive correlation between</em><em> learning environment at school </em><em>and mathematics learning outcomes and to determine the contribution</em><em> learning environment at school </em><em>toward mathematics learning outcomes for the fourth grade students of elementary schools in </em><em>Kebumen s</em><em>ub</em><em>-</em><em>district in academic year of 201</em><em>9</em><em>/20</em><em>20</em><em>. The research is a quantitative research with correlation method. The samples are obtained by cluster random sampling with Statistical Product and Serice Solution (SPSS) application. The samples are 349 students in twelve elementary schools in Kebumen Sub-District. The data collection techniques include questionnaire and test. Data analysis uses pearson product-moment correlation test with significance level 0.05 and adjusted R square. The correlation test finds sig = 0,000 (sig &lt; 0,05). It means that there is positive and significant correlation between</em><em> learning environment at school</em><em> and mathematics learning outcomes. It shows the better learning environment </em><em>at </em><em>school, the higher mathematics learning outcomes. </em><em>Learning environment at school</em><em> contributes mathematic learning outcomes by </em><em>13,1</em><em>%</em><em> and the remaining 86.9% is influenced by other factors</em><em>. </em>The results of this study are in accordance with existing theories and are also supported by relevant research.</p><strong><em>Keywords:</em></strong><em> learning environment at school, mathematics learning outcomes</em>

scholarly journals Pengaruh Lingkungan Belajar, Motivasi Belajar dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa Kelas XI IPA SMAN 9 Pangkep

2020 ◽  
Vol 2 (2) ◽  
pp. 102
Author(s):  
Siti Nur Humairah Halim ◽  
Rahma Rahma
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Independent Learning ◽  
Coefficient Of Determination ◽  
Ex Post ◽  
Ex Post Facto ◽  
Motivation And Learning

This study aims to study the influence of learning environment, learning motivation and learning independence of the learning outcomes of students of class XI IPA SMAN 9 Pangkep. This type of research is ex-post facto research. The sample in this study was class XI IPA 1 and XI IPA 2 with a total of 69 students. The results showed that the partial way is positive and significant influence of learning environment on the learning outcomes about 14%, positive and significant influence learning motivation towards the mathematics learning outcomes about 34% and learning independence had a positive effect and significant to the learning outcomes about 32%. Meanwhile, learning environment, learning motivation and learning independence had positive and significant impacts together on the mathematics learning outcomes of students of class XI IPA of SMAN 9 Pangkep with a coefficient of determination R2 = 0.50 that supports environmental learning, motivation learning and independent learning supports 50% of the learning outcomes of students of class XI IPA at SMAN 9 Pangkep.AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh lingkungan belajar, motivasi belajar dan kemandirian belajar terhadap hasil belajar matematika siswa kelas XI IPA SMAN 9 Pangkep. Jenis penelitian ini adalah penelitian ex-post facto. Sampel dalam penelitian ini adalah kelas XI IPA 1 dan XI IPA 2 dengan jumlah total 69 siswa. Hasil penelitian menunjukkan bahwa secara parsial lingkungan belajar berpengaruh positif dan signifikan terhadap hasil belajar matematika sebesar 14%, motivasi belajar berpengaruh positif dan signifikan terhadap hasil belajar matematika sebesar 34% dan kemandirian belajar berpengaruh positif dan signifikan terhadap hasil belajar sebesar 32%. Sedangkan secara simultan lingkungan belajar, motivasi belajar dan kemandirian belajar berpengaruh positif dan signifikan secara bersama-sama terhadap hasil belajar matematika siswa kelas XI IPA SMAN 9 Pangkep dengan koefisien determinasi R2 = 0,50 yang berarti lingkungan belajar, motivasi belajar dan kemandirian belajar memberi pengaruh sebesar 50% terhadap hasil belajar matematika siswa kelas XI IPA SMAN 9 Pangkep. 

PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN PENALARAN FORMAL TERHADAP HASIL BELAJAR MATEMATIKA

2017 ◽  
Vol 10 (2) ◽  
pp. 164
Author(s):  
M. Mawi
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Factorial Analysis ◽  
Reasoning Ability ◽  
Formal Reasoning ◽  
Contextual Teaching ◽  
Teaching Learning

Abstrak: Penelitian ini bermaksud untuk mengetahui perbedaan hasil belajar matematika siswa SMA melalui penerapan dua strategi pembelajaran yang diperkirakan mampu memperlihatkan hasil belajar yang signifikan. Strategi pembelajaran yang diterapkan adalah strategi pembelajaran kontekstual (Contextual Teaching Learning) dan strategi pembelajaran langsung (Direct Instruction). Penelitian ini merupakan penelitian kuasi eksperimental dengan rancangan ”Analisis Faktorial 2x2” yang dilakukan di SMA Swasta Al Ulum Medan yang terdiri dari dua kelas. Data tentang profil kemampuan penalaran formal dianalisis dengan statistik deskriptif, sedangkan keunggulan komparatif strategi CTL dan DI terhadap hasil belajar matematika dianalisis dengan teknik analisis faktorial dua jalur. Hasil analisis data menunjukkan, bahwa: (1) Secara umum, Terdapat 40,625% Siswa Kelas X SMA Swasta Al Ulum Medan memiliki kemampuan penalaran formal berada pada kualifikasi transisi, 50% berkualifikasi formal, serta 9,375% siswa dengan kualifikasi kongkrit; (2) Strategi CTL lebih unggul daripada Strategi DI; (3) Kemampuan Penalaran Formal berpengaruh terhadap hasil belajar matematika siswa; dan (4) Terdapat Interaksi Antara Kemampuan Penalaran Formal dan Strategi Pembelajaran Terhadap Hasil Belajar Matematika. Berdasarkan temuan-temuan penelitian ini maka disarankan kepada para guru Matematika untuk menggunakan strategi CTL dalam proses pembelajaran guna meningkatkan hasil belajar matematika siswa.  Kata Kunci: strategi pembelajaran, kemampuan penalaran formal, matematika Abstract: This research intends to know the difference of mathematics learning result of high school students through the application of two learning strategies that are expected to show significant learning result. Learning strategy applied is contextual learning strategy (Contextual Teaching Learning) and direct learning strategy (Direct Instruction). This research is an experimental quasi research with "2x2 Factorial Analysis" design done at SMA Swasta Al Ulum Medan consisting of two classes. Data on the profile of formal reasoning ability were analyzed with descriptive statistics, while the comparative advantage of CTL and DI strategy on mathematics learning outcomes was analyzed by two-way factorial analysis technique. The results of the data analysis show that: (1) In general, there are 40.625% of students of Class X Private High School Al Ulum Medan have formal reasoning ability are in transition qualification, 50% formal qualified, and 9,375% students with concrete qualification; (2) CTL strategy is superior to DI Strategy; (3) The ability of Formal Reasoning affects the student's mathematics learning outcomes; and (4) There is an Interaction Between the Ability of Formal Reasoning and Learning Strategy to Mathematics Learning Outcomes. Based on the findings of this research it is suggested to the Mathematics teachers to use CTL strategy in the learning process in order to improve the students' mathematics learning outcomes. Keywords: learning strategy, formal reasoning ability, math

scholarly journals The Implementation of Supportive Classroom Environment in VII-Grade Mathematics Learning

2021 ◽  
Vol 5 (1) ◽  
pp. 225
Author(s):  
Willy Abdul Ghany ◽  
Wahyudin Wahyudin
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Qualitative Method ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Optimal Learning ◽  
Research Findings ◽  
Supportive Learning Environment

Mathematics is seen by some students as a subject which is not easy to learn. Thus, they need someone who can make mathematics easy, in this point, a teacher. Teachers as instructor are needed to be more innovative in developing instruction that can encourage students to get an ideal learning experience. Not just regarding approaches, teaching materials, and strategies, yet additionally needs to focus on the learning environment which promotes the learning process. One of the framework that offers learning which takes into a supportive learning environment is the Productive Pedagogies Framework. The purpose of this study is to look at the implementation of learning that utilized the Supportive Classroom Environment dimension of the Productive Pedagogies Framework. This study used qualitative method. There were 33 grade VII students (boys and girls) on average age of 13 years old from one of the Junior High Schools in Bandung participated in this study. The research findings revealed that (1) implementing Supportive Classroom Environment can further encourage students in upper group to achieve more optimal learning outcomes; (2) This learning can be said to encourage middle group students to get optimal learning outcomes; (3) This learning has not been able to encourage students in lower group. We concluded that implementing Supportive Classroom Environment can further encourage students in upper and middle groups.

scholarly journals Faktor Strategis Motivasi Belajar Dan Dampaknya Pada Hasil Belajar Matematika Di MTs

2020 ◽  
Vol 32 (1) ◽  
pp. 94-105
Author(s):  
Darsinah Darsinah
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Direct Effect ◽  
Structural Equation ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Test Model ◽  
Learning Resources ◽  
Accuracy Test

This study aims to: 1) Test the role of the learning environment and learning resources together, towards mathematics learning outcomes, indirectly through learning motivation. 2) Testing the role of the learning environment and learning resources simultaneously has a direct effect on learning motivation. 3) Test the role of learning motivation on mathematics learning outcomes. The study population of 246 students, a sample of 153 students. Research uses a quantitative correlational approach. Data collection uses questionnaires and documents. Data analysis techniques used path analysis, classical assumption test, model accuracy test, and estimator parameter accuracy test. Structural equation for the relationship between variables as follows: Z = 0.196 X1 + 0.171 X2 + 0.193 Y + 0.911, meaning that if the learning environment, learning resources, and learning motivation variables rise one level then successively have an effect each by 0.196; 0,171; 0.193 against mathematics learning outcomes. The results of the study: 1) There is a simultaneous role of the learning environment and learning resources, towards mathematics learning outcomes, indirectly through motivation to learn mathematics. 2) There is the role of the learning environment and learning resources simultaneously have a direct effect on learning motivation. 3) There is a role for learning motivation towards mathematics learning outcomes.

scholarly journals Analisis Intensitas Belajar Terhadap Ketuntasan Belajar Matematika Peserta Didik Kelas VIII

2020 ◽  
Vol 8 (4) ◽  
pp. 325-335
Author(s):  
Dwi Riyanto ◽  
Mela Aziza
Keyword(s):  
Qualitative Research ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Analysis Data ◽  
Purposive Sampling ◽  
Learning At Home ◽  
Technique Analysis ◽  
At Home

The aim of the research is to describe how the learning intensity of students to the completeness of mathematics learning outcomes. The research used qualitative research with descriptive methods. The data was taken by Google form, from 22nd to 23rd June 2020. The samples used the purposive sampling technique by selected eight participants students in SMP Negeri 1 Bengkulu city. The technique analysis data are used to reduce, display data, and verification. This research found that there is an influence of the learning intensity toward the mathematical outcomes. The average of learning in the school is 5 hours/week, the average of learning at home is 3 hours/week, the average of learning in a group is 2 hours/week, and the average of learning additional is 1.5 hours/week. Therefore, the average of all of the learning is 1.58 hours/week. The students’ outcomes have fulfilled the criteria minimum of the learning completeness (KKM). It was proved by students’ score in their report that has more than 78.

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