Pengaruh Nilai Ujian Nasional Matematika terhadap Indeks Prestasi Kumulatif, Mathematics Anxiety dan Self-Regulated Learning
-
Florianus Martinus Rayoan(1*)
Universitas Nusa Cendana
(*) Corresponding Author
Abstract
The purpose of this study is to determine the effect of the national mathematics exam scores on grade point average (GPA), mathematics anxiety, and self-regulated learning of the second-year students of Mathematics Education study program, Faculty of Teacher Training and Education at Nusa Cendana University in a multivariate manner. This study is a correlation research which was conducted at the Faculty of Teacher Training and Education of Nusa Cendana University. The population in this study were the mathematics education program students, Teacher Training and Education Faculty of Nusa Cendana University. The samples consist of 73 students. Data collection techniques used in this research are online questionnaires and documentation methods. Data analysis techniques used in this research are simple linear regression analysis and multivariate analysis of variance (MANOVA) and also hypothesis testing using the t-test and probability level. The result shows that (1) tvalue<ttable = 0,397<1.99394 so that there is no significant influence of the national mathematics exam scores on the students’ GPA, (2) tvalue<t table = -0.270<1.99394 so that there is no significant influence of national examination scores on mathematics anxiety, (3) tvalue<t table = 0,560<1.99394 so that there is no influence between the national math test scores on self-regulated learning, and (4) the MANOVA test shows that the GPA has a significance level of 0.693>0.05, while mathematics anxiety shows a significance level of 0.848>0.05, and self-regulated learning shows a significance level of 0.540>0.05. In conclusion, the national mathematics exam scores in a multivariate manner do not influence the GPA, mathematics anxiety, and self-regulated learning.
Keywords: gpa, manova, mathematics anxiety, mathematics national examination scores, self-regulated learning, simple linear regression analysis
Downloads
References
Campbell, J.I.D. (2005). Handbook of Mathematical Cognition.New York: Psychology Press.
Cobb,R.J. (2003). The relationship between self-regulated learning behaviors and academic performance in web-based course. Disertation, Virginia : Blacksburg
Dani,D & Sroyer, A. (2016). Pengaruh Nilai Ujian Nasional Terhadap Indeks Prestasi Kumulatif Mahasiswa FMIPA Universitas Cendrawasih. Universitas Cendrawasih: Papua
Maisarah. (2018). Faktor-faktor yang mempengaruhi mathematics anxiety mahasiswa pendidikan islam anak usia dini. Jurnal ilmu pendidikan guru dan sosial STKIP Citra
Nurudin, dkk. (2007). Ujian Nasional Di Madrasah: Persepsi Dan Aspirasi Masyarakat, Jakarta:Gaung, Persada Press, Hal. 7-8
Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 Tentang Standar
Nasional Pendidikan, hal. 49
Samo, D.D. (2016). An Analysis of self-regulated learning on mathematics educations student FKIP UNDANA. Infinity, 5(2). 67-74
Van Rooij, E.C.M,dkk.(2017). First-year university students academic success : the importance of academic adjustment. Eur J Psychol Educ. DOI 10.1007/s10212-017-0347-8
Wang, B.(2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second langaguage. Disertation, the Ohio State University. Columbus : Ohio.
Zimmerman, B.J dan Martinez-Ponz,M. (1990). Student differences in self regulated learning: Relating Grade, sex, and giftedness to self-efficacy and strategy use. Jurnal of Educational Psychology. Vol. 82(1), 51-59.
Copyright (c) 2020 FRAKTAL: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Hak publikasi atas semua materi naskah jurnal yang diterbitkan/dipublikasikan dalam situs E-Journal Fraktal ini dipegang oleh dewan redaksi dengan sepengetahuan penulis (hak moral tetap milik penulis naskah).
- Ketentuan legal formal untuk akses artikel digital jurnal elektronik ini tunduk pada ketentuan lisensi Creative Commons Attribution-ShareAlike (CC BY-SA), yang berarti Jurnal Fraktal berhak menyimpan, mengalih media/format-kan, mengelola dalam bentuk pangkalan data (database), merawat, dan mempublikasikan artikel tanpa meminta izin dari Penulis selama tetap mencantumkan nama Penulis sebagai pemilik Hak Cipta.
- Naskah yang diterbitkan/dipublikasikan secara cetak dan elektronik bersifat open access untuk tujuan pendidikan, penelitian, dan perpustakaan. Selain tujuan tersebut, dewan redaksi tidak bertanggung jawab atas pelanggaran terhadap hukum hak cipta.
