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

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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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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Students’ suspension of sense making in problem solving

ZDM ◽

10.1007/s11858-020-01215-0 ◽

2021 ◽

Author(s):

Gemma Carotenuto ◽

Pietro Di Martino ◽

Marta Lemmi

Keyword(s):

Problem Solving ◽

Qualitative Study ◽

Word Problem ◽

Word Problems ◽

Mathematical Problem ◽

Critical Issue ◽

Mathematical Problem Solving ◽

Sense Making ◽

Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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Students Motivation and Mathematical Problem Solving Enhancement through SFAE (Student Facilitator and Explaining) in Problem-Solving Strategies

Indonesian Journal of Mathematics Education ◽

10.31002/ijome.v3i2.3339 ◽

2020 ◽

Vol 3 (2) ◽

pp. 52

Author(s):

Trisnawati Trisnawati ◽

Wanda Nugroho Yanuarto

Keyword(s):

Action Research ◽

Problem Solving ◽

Mathematical Problem ◽

Learning Motivation ◽

Mathematical Problem Solving ◽

Average Percentage ◽

Qualitative And Quantitative ◽

Class Viii ◽

Problem Solving Strategies ◽

Student Test

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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PENDEKATAN MATEMATIKA REALISTIK UNTUK MEMBANGUN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS XI IPS PADA MATERI PELUANG [REALISTIC MATHEMATICS EDUCATION IN BUILDING THE MATHEMATICS PROBLEM-SOLVING ABILITIES OF GRADE 11 SOCIAL SCIENCE TRACK STUDENTS STUDYING PROBABILITY]

JOHME Journal of Holistic Mathematics Education ◽

10.19166/johme.v2i2.1691 ◽

2019 ◽

Vol 2 (2) ◽

pp. 119

Author(s):

Susiana Juseria Tambunan ◽

Debora Suryani Sitinjak ◽

Kimura Patar Tamba

Keyword(s):

Problem Solving ◽

Social Science ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Mathematics Problem Solving ◽

Realistic Mathematics ◽

Mathematical Problems ◽

Mathematic Education ◽

Realistic Mathematic ◽

Grade 11

This research aims to build students’ abilities in mathematical problem-solving and to explain the uniqueness of the steps of realistic mathematic education in building the problem-solving abilities of a grade 11 (social science track) class in the study of probability at one of the schools in Kupang. The observation results found that every student was having difficulties to solving the mathematical problems, particularly the narrative questions. The research method is Kemmis and Taggart model of Classroom Action Research which was conducted in three cycles, from October 4 to November 3 with twenty-four students. Triangulation had been done to every instrument of variable. The data of mathematical problem-solving was obtained from the students by using test sheets, questionnaires, and student’s discussion sheets. Meanwhile, the data of realistic mathematic education’s variable was obtained from three sources: mentors, two colleagues, and students that were using test sheets, questionnaires, and student’s discussion sheets. The results showed that the fourteen-steps of Realistic Mathematic Education that had been done were able to build mathematical problem-solving abilities of the students. This was evidenced through the increase of three indicators of mathematical problem-solving in every cycle. The average increase of indicators of mathematical problem-solving of the grade 11 students from the first to the third cycle was 10%. Therefore, it can be concluded that the Realistic Mathematics Approach can build the ability of problem-solving of grade 11 students in a social science track studying probability at one of the schools in Kupang.BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk membangun kemampuan pemecahan masalah matematis siswa dan menjelaskan kekhasan langkah-langkah pendekatan matematika realistik untuk membangun kemampuan tersebut di salah satu sekolah di Kupang kelas XI IPS pada materi peluang topik kaidah pencacahan. Pada hasil pengamatan ditemukan bahwa setiap siswa kesulitan dalam memecahkan masalah matematis khususnya soal berbentuk cerita. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas model Kemmis dan Taggart yang berlangsung selama tiga siklus, yaitu 04 Oktober – 03 November kepada 24 orang siswa. Triangulasi dilakukan pada setiap instrumen variabel. Data variabel kemampuan pemecahan masalah matematis diperoleh dari siswa menggunakan lembar tes, lembar angket, dan lembar diskusi siswa. Sedangkan data variabel tingkat pelaksanaan pendekatan matematika realistik diperoleh dari tiga sumber, yaitu mentor, dua orang rekan sejawat, dan siswa menggunakan lembar observasi, lembar angket, dan lembar wawancara. Hasil penelitian menunjukkan bahwa keempat belas langkah-langkah pendekatan matematika realistik yang terlaksana dengan baik sekali mampu membangun kemampuan pemecahan masalah matematis setiap siswa kelas XI IPS di salah satu sekolah di Kupang. Hal ini dinyatakan melalui peningkatan ketiga indikator pemecahan masalah matematis di setiap siklus. Peningkatan rata-rata indikator pemecahan masalah matematis siswa kelas XI IPS dari siklus pertama sampai ketiga adalah sebesar 10%. Oleh karena itu, dapat disimpulkan bahwa pendekatan matematika realistik dapat membangun kemampuan pemecahan masalah matematis siswa kelas XI IPS di salah satu sekolah di Kupang pada materi peluang topik kaidah pencacahan.

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Pengaruh Model Pembelajaran E-learning Berbantuan Media Pembelajaran Edmodo Terhadap Kemampuan Pemecahan Masalah Matematis Peserta Didik

NUMERICAL Jurnal Matematika dan Pendidikan Matematika ◽

10.25217/numerical.v3i1.453 ◽

2019 ◽

pp. 31-42

Author(s):

Hanifah Hanifah ◽

Nanang Supriadi ◽

Rany Widyastuti

Keyword(s):

Problem Solving ◽

Quantitative Research ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

Learning Material ◽

Learning Models ◽

Mathematical Problems ◽

E Learning ◽

Initial Knowledge

Mathematical problem solving is a problem solving that uses mathematical problem solving. Students in the problem solving did not use the polya method so that students succeeded in difficulties. Educators still use conventional learning models so that students become bored, passive and reluctant to ask whether going forward working on the questions given by the educator, so that new learning models need to be applied. The e-learning learning model assisted with Edmodo learning media is an online presentation material on an Edmodo account using the mobile phone of students. PAM is the knowledge learned by students before getting learning material. This study aims to study the interaction of e-learning learning models assisted by Edmodo learning media to solve mathematical problems. This study is quantitative research. Data collection used with tests, interviews, collection and collection. The data analysis technique uses two-way anava test with cells that are not the same. From the results of the analysis, the influence of the e-learning learning model on mathematical problem solving abilities. It is necessary to question the high, medium, and low mathematical initial knowledge of Great mathematical problem solving ability, then there is no difference between assisted e-learning learning models edmodo, mathematical initial knowledge of mathematical problem solving abilities.

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