Peran Minat dan Interaksi Siswa dengan Guru  Dalam Meningkatkan Hasil Belajar Matematika

The objective of this research is to find and analyze empirically the influence of student and teacher interaction and interest in learning toward math learning outcomes. The population in this study is the affordable class VII student DPN 86 South Jakarta. 70 samples are obtained through random sampling method. The research design used through correlation with three variables consisting of two independent variables, namely the interaction of students and teachers and the interest in learning as well as the dependent variable, namely the learning outcomes matemtika. Data was collected through questionnaire techniques (variable student and teacher interaction and interest in learning) and test techniques (variable learning outcomes). The collected data were then analyzed using correlation and multiple regression techniques. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (normality test, linearity, and multicollinearity test). The results showed that: there is a significant relationship between student and teacher interaction and interest in learning the mathematics learning outcomes, with a correlation coefficient of 0.877 and a coefficient of determination 0.768 or 76.8% of students and teacher interaction and interest in learning jointly affect learning outcomes mathematics. The resulting regression equation Y = - 41.565 + 0.659 X1 + 0.371 X2. This may imply that the better interaction of students and teachers the better the learning outcomes and the higher the higher the interest in learning math learning outcomes.

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Pengaruh Penguasaan Konsep Matematika dan Kreativitas Belajar terhadap Perilaku Disiplin

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v3i3.130 ◽

2015 ◽

Vol 3 (3) ◽

Author(s):

Seruni Seruni

Keyword(s):

Sampling Method ◽

Mastery Learning ◽

Coefficient Of Determination ◽

Mathematical Concepts ◽

Normality Test ◽

Multi Stage ◽

Regression Techniques ◽

Math Concepts ◽

Data Requirements ◽

Descriptive Statistical Analysis

The general objective of this research is to discover and analyze empirically the influence of mastery learning math concepts and creativity together to discipline behavior. Affordable population in this study was student of mathematics university fourth semester regular morning Indraprasta PGRI South Jakarta. 100 samples are obtained through a multi- stage random sampling method. The research design used through correlation techniques with three variables consisting of two independent variables, namely mastery of mathematical concepts and creativity in learning as well as the dependent variable, namely behavioral discipline. Data was collected through questionnaire techniques (variable learning creativity and disciplined behavior) and engineering tests (variable mastery of mathematics concepts). The collected data were then analyzed using correlation and multiple regression techniques. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (normality test, linearity, and multicollinearity test). The results showed that: there is a significant influence mastery of mathematical concepts and creativity to learn the discipline of behavior, with a correlation coefficient of 0.781 and 0.610 coefficient of determination or 61 % mastery learning math concepts and creativity jointly influence the behavior of the discipline. The resulting regression equation y = 42.693 + 0.279X1 + 0.505X2. This may imply that the higher a person's mastery of mathematical concepts the better the behavior of the higher discipline and creativity to learn the higher discipline behavior.

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PENGARUH GIRO WAJIB MINIMUM, BI RATE DAN INFLASI TERHADAP LOAN TO DEPOSIT RATIO

Kinerja ◽

10.34005/kinerja.v2i01.475 ◽

2019 ◽

Vol 1 (02) ◽

pp. 1-19

Author(s):

Elly Soraya N ◽

Rika Safitri

Keyword(s):

Significant Influence ◽

Sampling Method ◽

Hypothesis Test ◽

Estimation Methods ◽

Coefficient Of Determination ◽

Normality Test ◽

Independent Variable ◽

Data Estimation ◽

Research Show ◽

Descriptive Statistical Analysis

The purpose of this research is to analyze the influence of Minimum statutory reserve, BIRate, and Inflation towards Loan to Deposit Ratio. Population in this research used JointVenture Bank in Indonesian Banking Directory during period 2013 through 2017.Purposive sampling method were used as samples determining method and 14 bankselected as the sample of the research. This type of research is descriptive quantitative.Presentation and analysis of research data using descriptive statistical analysis, paneldata regression models, data estimation methods namely Chow Test, classicalassumption analysis using normality test, multicollinearity test and hypothesis test. Thisresult of research show that variable GWM have positive and not significant influence toLDR. Variable BI Rate have negative significant influence to LDR. And variable inflationhave positive significant influence to LDR. The coefficient of determination (R2) is 89%compared to the independent variable on the variable Loan to Deposit Ratio in 2013-2017. While 4% is contributed by other factors.

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The Effect of I-CARE Learning Model on the Students' Metacognition

Journal of Mathematics Education ◽

10.31327/jomedu.v3i2.439 ◽

2018 ◽

Vol 3 (2) ◽

pp. 40-46

Author(s):

Mamik Suendarti ◽

Hawa Liberna

Keyword(s):

Statistical Analysis ◽

Data Collection ◽

Random Sampling ◽

Sampling Method ◽

Learning Model ◽

Homogeneity Test ◽

Normality Test ◽

Academic Year ◽

Data Requirements ◽

Descriptive Statistical Analysis

The general objective of this study was to find and analyze empirically the effect of the I Care learning model on the students' metacognition. The method used in this research was the experimental method. The affordable population in this study was grade X students of SMK Assyafiah which is located at Jalan Bukit Duri No.29, South Jakarta 2016/2017 academic year. The sample of the study was 60 students obtained through random sampling method that the researcher mixed in the population so that all subjects were considered the same. Data collection was done by documentation techniques (learning model variables) and test techniques (student metacognition variables). The collected data was then analyzed using the t-test. Before the data was analyzed, first descriptive statistical analysis and data requirements test (normality test, homogeneity test) were carried out. The results of the study showed that there was an influence of the I Care learning model on the students' metacognition. In other words, students' metacognition who used the I Care learning model was higher than the students' metacognition who used constructivism learning model.

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Pengaruh Sikap dan Kebiasaan terhadap Hasil Belajar Matematika

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v1i3.77 ◽

2015 ◽

Vol 1 (3) ◽

Author(s):

Nurhayati Nurhayati

Keyword(s):

Learning Outcomes ◽

Junior High School ◽

Student Attitudes ◽

Mathematics Learning ◽

Study Habits ◽

Coefficient Of Determination ◽

Correlation Technique ◽

Learning Mathematics ◽

Students Attitudes ◽

Linearity Test

The general objective of this research is to discover and analyze empirically the effect of attitudes toward mathematics learning outcomes, learning habits influence on mathematics learning outcomes, influence attitudes and study habits together towards mathematics learning outcomes. The population covered in this study were junior high school grade students in District VIII Kramat Jati, East Jakarta. The research sample was obtained through random sampling method, the researchers mixed quota subjects in the population so that all subjects are considered equal. The research design used by the correlation technique with three variables consisting of two independent variables, namely student attitudes and study habits as well as a dependent variable, is mathematics learning outcomes. Data collected by questionnaire technique (variable attitudes and habits students learn) and test techniques (variable learning outcomes). Collected data are then analyzed using correlation and simple regression techniques and correlation and multiple regression. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (test of normality, linearity test). The results showed that: (1) there is significant influence between students' attitudes and habits towards learning mathematics learning outcomes, with a correlation coefficient of 0.465 and coefficient of determination of 0.216 or 21.6% of student attitude and study habits jointly affect the results of learning mathematics. The resulting regression equation Y = 7932 + 0, 377 X1 + 0, 257 X2. This could mean that the better the attitude of the students then the better the better the result of learning and study habits, the higher the results of studying mathematics.

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PEMBELAJARAN DARING MATEMATIKA BERBANTUAN GOOGLE CLASSROOM DITINJAU DARI GAYA BELAJAR PADA MASA PANDEMI

Jurnal Pendidikan Matematika Universitas Lampung ◽

10.23960/mtk/v9i3.pp333-342 ◽

2021 ◽

Vol 9 (3) ◽

pp. 333-342

Author(s):

Yunti fahrulia Subekti

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Mathematics Learning ◽

Visual Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Control Group ◽

Homogeneity Test ◽

Control Group Design ◽

Normality Test

The purpose of the study was to determine the differences in mathematics learning outcomes and the effectiveness of google classroom-assisted learning in terms of learning styles on students' mathematics learning outcomes. This research used an experimental research method with a randomized pretest-posttest control group design. Sampling using a simple random sampling technique. The population of this research is the seventhgrade students of one of the public junior high schools in Sleman. The sample of this study amounted to 54 students consisting of class VII C and VII D. The data collection techniques used in this study were tests and questionnaires. The data analysis techniques used in this study were normality test, homogeneity test, similarity test, and hypothesis testing. The results of the study show that: (1) there are differences in learning outcomes in bold learning assisted by google classroom; (2) bold learning assisted by google classroom is more effective in terms of visual learning styles; (3) bold learning assisted by google classroom is not more effective in terms of auditory and kinesthetic learning styles.

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PENGARUH INTELLECTUAL CAPITAL TERHADAP KINERJA KEUANGAN PERUSAHAAN DAN PENILAIAN PASAR DENGANCORPORATE GOVERNANCE SEBAGAI VARIABEL MODERASI

Jurnal Akuntansi Trisakti ◽

10.25105/jat.v2i2.4896 ◽

2015 ◽

Vol 2 (2) ◽

pp. 87

Author(s):

Citra Chairunissa ◽

Raden Rosiyana Dewi

Keyword(s):

Corporate Governance ◽

Financial Performance ◽

Intellectual Capital ◽

Sampling Method ◽

Stock Exchange ◽

Market Value ◽

Coefficient Of Determination ◽

Normality Test ◽

Negative Effect ◽

Positive Effect

The objective of the emperical study is to examine and to analyze 1) The Influence of Intellectual Capital to Financial Performance, 2 ) The Influence of Intellectual Capital to Market Value, 3) The Influence of Intellectual Capital to Financial Performance with Corporate Governance as an Moderating 4) The Influence of Intellectual Capital to Market Value with Corporate Governance as an Moderating Variable. The sample of this emperical study is the company financing company that listed in the Indonesia Stock Exchange (IDX) 2010-2012. This research uses purposive sampling method. Data analysis techniques include 1) Descriptive statistics, 2) Normality Test, 3) Classical Test Assumptions : Multicollinearity and Heteroskidastity , 4) Regression Testing : Coefficient of Determination Test , F Test , danUji T. The results of this empirical study are 1) Intellectual Capital significant positive effect on the company 's financial performance , 2) Intellectual Capital significant negative effect on market valuation , 3) Intellectual Capital no significant effect on the financial performance of companies with moderated Corporate Governance, 4) Intellectual Capital had no significant effect assessment of the performance market with moderated Corporate Governance

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Analisis Pengaruh Motivasi Belajar Ekstrinsik Dalam Pembelajaran Daring Terhadap Mutu Hasil Belajar Di AMIK Bina Sriwijaya Palembang

Jurnal Penjaminan Mutu ◽

10.25078/jpm.v7i1.1477 ◽

2021 ◽

Vol 7 (1) ◽

pp. 62

Author(s):

Leni Maimuna

Keyword(s):

Learning Outcomes ◽

Sampling Method ◽

Regression Coefficient ◽

Learning Motivation ◽

Coefficient Of Determination ◽

Discrete Mathematics ◽

Online Lectures ◽

Quality Of Learning ◽

Simple Regression Analysis

The goal of this research was to determine the effect of extrinsic learning motivation (learning motivation that comes from lecturers in online lectures) on Discrete Mathematics quality of learning outcomes. Data was collected from 30 lecture students in Informatics Management Faculty of AMIK Bina Sriwijaya Palembang, who take Discrete Mathematics as their subject, by using a random sampling method. The measured variables are extrinsic learning motivation and discrete mathematics quality of learning outcomes. Simple regression analysis is used in testing the effect of extrinsic learning motivation on Discrete Mathematics quality of learning outcomes. The results of the research using 30 respondents showed that the correlation coefficient of 0.449, which means the corelation between the two variables in the medium category and the coefficient of determination 0.201 which means that lecture students quality of learning outcomes are influenced by extrinsic learning motivation (learning motivation originating from lecturers in online lectures) by 20.1%. Based on data analysis, the regression coefficient is positive (+) so it can be concluded that the increasing extrinsic learning motivation (learning motivation originating from lecturers in online lectures) will affect the increase in lecture students quality of learning outcomes.

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Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika terhadap Hasil Belajar Matematika

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v3i3.128 ◽

2015 ◽

Vol 3 (3) ◽

Author(s):

Leny Hartati

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Mathematics Learning ◽

Visual Learning ◽

Cognitive Learning ◽

Negative Attitude ◽

Math Learning ◽

Significance Level ◽

Learning Mathematics

This study aims to determine the effect of learning styles and attitudes of students in math on math learning outcomes. The method used is the method Expose Facto. The study sample drawn from a population with affordable proportional random technique, as many as 60 students. The instrument used in this study is a questionnaire instrument to measure learning style variables and variable attitudes of students in math, and test instruments, to measure the outcomes of learning mathematics. The research design used in this study is a 3 x 2 factorial design with three variables consisting of two independent variables, namely cognitive learning styles and attitudes of students in math, as well as the dependent variable, which is the result of learning mathematics. From the data processing obtained the following results: (1) There are differences in mathematics learning outcomes of students who have a visual learning style, auditory and kinesthetic. It is in the show by the price of the F - count of 2,494 with a probability of 0.047 sig (sig < 0.05) at significance level ? = 5 %. (2) The results of the mathematical learning of students who have a positive attitude at a higher math than students who have a negative attitude on math. It is in the show by the price of the F - count of 3,124 with a probability of 0.018 sig (sig < 0.05) at significance level. (3) There is no interaction between the learning styles of students in math attitudes toward math learning outcomes. It is in the show by the price of the F - calculated interaction probability value was 1.621 while sig. for interaction (learning styles * attitude of students in math) of 0.140 (sig > 0.05).

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Penerapan Model Pembelajaran ARCS dan Active Learning Terhadap Hasil Belajar Matematika Ditinjau Dari Motivasi Belajar Siswa

PYTHAGORAS Jurnal Program Studi Pendidikan Matematika ◽

10.33373/pythagoras.v6i1.617 ◽

2017 ◽

Vol 6 (1) ◽

Author(s):

Yudhi Hanggara ◽

Irwan Juniman Zendato

Keyword(s):

Active Learning ◽

Learning Outcomes ◽

Mathematics Learning ◽

Learning Model ◽

Learning Motivation ◽

Homogeneity Test ◽

Normality Test ◽

Quasi Experimental ◽

The Difference ◽

Low Motivation

Abstrak. Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar matematika siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) Perbedaan hasil belajar matematika siswa yang memiliki motivasi belajar tinggi, sedang dan rendah. (3) Interaksi antara model pembelajaran (ARCS dan Active Learning) dengan motivasi belajar siswa. Jenis penelitian ini adalah penelitian quasi eksperimen dengan desain faktorial 2 x 3. Populasi pada penelitian ini adalah seluruh siswa kelas X SMKN 2 Batam tahun pelajaran 2016/2017. Sampel diperoleh kelas X Akutansi-2 sebagai kelas eksperimen-1 dan kelas X Akutansi-4 sebagai kelas eksperimen-2. Instrumen pada penelitian ini adalah tes dan angket Uji prasyarat meliputi uji normalitas dengan metode Lilliefors dan uji Homogenitas dengan metode Bartlett. Pengujian hipotesis pada penelitian ini menggunakan analisis variansi dua jalan dengan sel tak sama. Hasil penelitian menyimpulkan bahwa: (1) tidak terdapat perbedaan hasil belajar matematika antara siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) terdapat perbedaan hasil belajar metematika antara siswa yang memiliki motivasi belajar tinggi dan rendah. (3) tidak terdapat interaksi antara model pembelajaran dengan motivasi belajar siswa.Kata Kunci: ARCS, Active Learning, motivasi belajar, hasil belajar matematika Abstract. This study aims to determine: (1) The difference in learning outcomes of student who study mathematics using ARCS learning model with Active learning model. (2) The difference in mathematics learning outcomes in student who have hight, medium and low motivation. (3) Interaction between learning model (ARCS and Active Learning) with student learning motivation. This research is quasi-experimental study with factorial design 2 x 3. The population in this research is all of students class X SMKN 2 Batam with academic year 2016/2017. The Sample in this research from class X accountant-2 is used as sampling for 1st experiment and class X accountant-4 for 2nd experiment. Instrument of research are mathematics achievement test and questionnaire student motivation. The test requirement is normality test using Lilliefors method and homogeneity test using Bartlett method. Hypothesis testing in this study uses two-way analisis of variance with defferent cells. Conclusion in this study: (1) there is no difference between student math result between ARCS learning model with Active learning model. (2) there is difference between result of student math between learning high motivation with low motivation. (3) there is no interaction between the learning model with student motivation.Keywords: ARCS, Active Learning, Motivation learning, Study of Math

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The Application of Scout Education System in Mathematics Learning To Improve Student Mathematical Disposition

Jurnal Axioma : Jurnal Matematika dan Pembelajaran ◽

10.36835/axi.v4i1.340 ◽

2019 ◽

Vol 4 (1) ◽

pp. 16-26

Author(s):

Fitriana Eka Chandra

Keyword(s):

Learning Outcomes ◽

Extracurricular Activities ◽

Education System ◽

Student Attitudes ◽

Positive Attitude ◽

Mathematics Learning ◽

Math Learning ◽

Learning Mathematics ◽

Difficult Subject ◽

Tedious Process

Mathematics has always been a difficult subject for the students. Math learning in the classroom is often a very tedious process for most students. Many students are unmotivated to study mathematics, which means that the disposition of students in learning mathematics is lacking. Mathematical dispositions relate to student attitudes, the tendency to think and act positively in learning mathematics. One of the extracurricular activities that students are interested in is the Extrakurikuler Scout activities. Students are always eager to follow the activities in these activities. This means that the education system contained in the Boy Scouts is able to attract students' attention and be able to motivate students. Even when students are given difficult challenges, students seem to be passionate and happy to follow the challenge. This means students have a positive attitude in following Scout activities. This is certainly when applied in the learning of mathematics will be able to make students feel happy to attend math lessons. So that in the end can make students' mathematics learning outcomes for the better. Keyword: Math lesson, Scout, math disposision

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