Hubungan Antara Adversity Quotient, Self Efficacy Dan Kebiasaan Belajar Dengan Prestasi Belajar Matematika Siswa Kelas X Kecantikan SMK Negeri Se-Kecamatan Umbulharjo

Abstract

This research intent to know relationship: (1) adversity quotient with learned achievement, (2) self efficacy with learned achievement, (3) study habits with learned achievement, (4) are jointly between adversity quotient, self efficacy and study habits with math learned achievement in tenth grade students of beauty skill program Vocational Middle School at Umbulharjo District. This study was expost facto. This study population was all student in tenth grade of beauty skill program Vocational Middle School at Umbulharjo District totaling 209 students. The sampling technique used was a cluster random is sampling than sample was 62 students. Technique of data collecting used the technique to measure adversity quotient, self efficacy and study habits, and documentation technique to measure student achievement. The data analysis technique used is the descriptive statistical analysis and correlation analysis. The result showed that: (1) There is a positive and significant relationship between adversity quotient with math learned achievement student with a correlation of 0,352. (2)There is a positive and significant relationship between self efficacy with math learned achievement student with a correlation of 0,466. (3) There is a positive and significant relationship between study habits with math learned achievement student with a correlation of 0,442. (4) Taken together there is a positive relationship between adversity quotient, self efficacy and study habits with math learned achievement student with a correlation of 0,609. Based on these results, it was concluded that students learned achievement is influenced by adversity quotient's factor, self efficacy and study habits.

The Effect of Learning Habits and Self - Efficacy towards Students’ English Learning Outcomes

“…Therefore, high self-efficacy and the cultivation of good learning habits need to be instilled in students to achieve good learning achievements. This is in line with the results of other studies which state that student achievement is influenced by the adversity quotient factor (a person's intelligence in dealing with obstacles or difficulties regularly), selfefficacy and learning habits (Ardyanti et al, 2015).…”

Systematic Literature Review: Adversity Quotient Dan Kemampuan Pemecahan Masalah Pada Pembelajaran Matematika

“…AQ juga berpengaruh pada kemampuan siswa dalam pemahaman konsep matematis, pemecahan masalah, berpikir kritis, berpikir kreatif, penalaran kreatif, prestasi belajar, kepercayaan diri, kemandirian belajar, dan motivasi berprestasi (Annikmah et al, 2020;Ardyanti & Harini, 2015;Darmawan et al, 2019;Dewanto et al, 2019;Handayani & Ramadhani, 2020;Lusiana et al, 2021;Nahrowi et al, 2020;Rahayu & Alyani, 2020;Safi'i et al, 2021;Suhandoyo, 2016).…”

“…AQ dengan tingkatan tertinggi adalah tipe climber. Jika seseorang memiliki AQ yang tinggi, maka prestasi belajarnya pun akan semakin tinggi; mereka akan berusaha lebih keras memperoleh hasil terbaik untuk setiap prestasi belajarnya (Ardyanti & Harini, 2015). Siswa climber mampu menghadapi model pembelajaran dan materi yang berbeda (Hastuti et al, 2018).…”

Peningkatan pemahaman konsep matematis dan self-efficacy siswa melalui permainan tradisional “new damdaman”

“…Siswa diajarkan dasar-dasar matematika pada sekolah dasar dan di sekolah menengah, mereka diajarkan matematika lebih lanjut. Namun, Widyastuti & Widodo menjelaskan bahwa karena matematika sering dikaitkan dengan rumus yang harus dihafal, dipelajari, dan dipahami, matematika masih dianggap sulit bagi siswa (Widyastuti & Widodo, 2018).…”