Hubungan Antara Konsep Diri Dengan Prestasi Akademik Mahasiswa Pada Mata Kuliah Teori Grup

Hanifah, Hanifah; Abadi, Agung Prasetyo

doi:10.15294/kreano.v10i2.19369

Cited by 5 publications

(6 citation statements)

References 2 publications

(2 reference statements)

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“…For the Higher Education level, it turns out that there is a positive and significant relationship between self-concept and student academic achievement [14]. These results are similar to Setiadi's findings [37] which state that there is a fairly strong relationship between self-concept and Student academic Achievement.…”

Section: College Levelsupporting

confidence: 82%

Self Concept & Mathematics Achievement: A Meta-analysis

Suciati¹,

Khadijah²,

Khaerani³

et al. 2020

ujer

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Research on self-concept and mathematics learning achievement has been done a lot, both at the elementary, junior high, high school and university levels. The average research shows a relationship between self-concept and mathematics learning achievement, so it is necessary to conduct a meta-analysis of correlational studies. Data were obtained from national journals and international databases with predetermined criteria. Based on the search, 28 studies met the specified criteria. Data analysis used a random effects approach. The software used in the analysis is JASP. 0.8. 4.0. The results of the analysis show the Q value with p-value <0,05; τ² or τ> 0; and I² (%) close to 100% of the sample used meets the assumption of heterogeneity. Kendal Value τ with p-value> 0,05; and Z value with p-value> 0,05, and the image generated by the random effects model with the results of the analysis using the trim-fill approach is not different, it can be concluded that there is no publication bias. The results of the analysis show that there is a positive and significant relationship between self-concept and mathematics learning achievement. The resulting summary effect size was 0,62 in the medium category. Summary effect size values are in the interval 0,49 to 0,75. The results of this study indicate consistency and support for the theory of self-concept development.

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Section: College Levelsupporting

confidence: 82%

Self Concept & Mathematics Achievement: A Meta-analysis

Suciati¹,

Khadijah²,

Khaerani³

et al. 2020

ujer

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“…Students will connect the new knowledge they have acquired with the initial knowledge they have (Ruseffendi, 2006;Wahyudin 2012). This is in line with Soehakso in Hanifah & Abadi (2018), Rubowo (2017), and Dubinsky, et al (1994 which states that the student's ability in algebra, including groups, is closely related to the provisions of students when studying at a previous level, especially set and functions. Melhuish, et al (2019) argue that binary operations are one of the fundamental structures underlying our algebraic systems that rely on sets and functions.…”

Section: Introductionmentioning

confidence: 64%

“…In this study, student was classified into the high initial abilities if the student get a score at minimum of 81 on the test of students' initial ability to construct proofs. The student ability to construct proofs on group theory, include (1) able to provide group example and its proof; (2) able to apply a variety of group properties to solve related problems; and (3) able to examine the various properties of the group, is very related to student initial ability (Soehakso in Hanifah & Abadi, 2018;Rubowo, 2017, Dubinsky et. al, 1994Melhuish, et al, 2019;Fraleigh, 2014;Hammack, 2013).…”

Section: Discussionmentioning

confidence: 99%

The Coherence of Group Scheme of the High Initial Ability Students Based on Cognitive Style

Wijayanti

Mulyono

2021

J.Kre

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Teaching and learning deductive proof is one of the most important goals in mathematics education. According to the APOS theory, learning a concept is facilitated when students have constructed an adequate APOS mental structure for the concep. There are characteristics differences between field-dependent and field-independent students in responding to tasks to construct proofs. The purpose of this study was to analyze the coherence of the group scheme constructed by students with the high initial ability based on cognitive style to construct Â proofs. This study was a qualitative. The research subjects were determined by the purposive sampling. Data collection using test and in-depth interviews. The credibility of data was carried out using triangulation. Data analysis used Miles and Huberman's model. The results showed that the FI and FN Subjects had thematized the group scheme and were coherent, while the FD Subject had thematized the group scheme but was not coherent.Pengajaran dan pembelajaran bukti deduktif dalam matematika merupakan salah satu tujuan terpenting dalam pendidikan matematika. Menurut teori APOS (Aksi, Proses, Objek, Skema), belajar suatu konsep terfasilitasi apabila siswa telah mengkonstruksi struktur mental APOS yang memadai untuk konsep tersebut. Ditinjau dari gaya kognitifnya, ada perbedaan karakteristik antara mahasiswa field-dependent dan field-independent dalam merespon tugas yang memerlukan kemampuan mengkonstruksi bukti. Tujuan penelitian ini adalah menganalisis koherensi Skema grup yang dikonstruksi mahasiswa dengan kemampuan awal mengkonstruksi bukti adalah tinggi dan gaya kognitif FI, FN, FD.Â Penelitian ini dirancang sebagai penelitian kualitatif. Subjek penelitian ditentukan dengan teknik purposive sampling. Teknik pengumpulan data menggunakan teknik tes dan wawancara mendalam.Â Derajat kepercayaan data dilakukan dengan teknik pemeriksaan triangulasi.Â Analisis data selama di lapangan mengggunakan model Miles dan Huberman. Hasil penelitian menunjukkan Subjek FI dan FN sudah mentematisasi Skema grup dan sudah koheren, sedangkan Subjek FD sudah mentematisasi Skema grup namun belum koheren.

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“…Self-concept is essential, especially when dealing with mathematics (Shapka & Keating, 2005). The study results (Andinny, 2015;Hanifah & Abadi, 2019) show an influence of self-concept on mathematics learning achievement. However, some research results show that students show a tendency to have a low or negative self-concept (Widiarti, 2017;Hidayat, 2017) Furthermore, soft skills that are no less important for mathematics education students to have are habits of mind.…”

Section: Geometry Is;mentioning

confidence: 84%

Profile of Hard skills and Soft skills of Mathematics Education Students

Nopriana

Firmasari

Martadiputra

2021

Eduma : Mathematics Education Learning and Teaching

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This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability, correlation and combinatorics. Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' selfconcept is quite sufficient.

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Hubungan Antara Konsep Diri Dengan Prestasi Akademik Mahasiswa Pada Mata Kuliah Teori Grup

Cited by 5 publications

References 2 publications

Self Concept & Mathematics Achievement: A Meta-analysis

Self Concept & Mathematics Achievement: A Meta-analysis

The Coherence of Group Scheme of the High Initial Ability Students Based on Cognitive Style

Profile of Hard skills and Soft skills of Mathematics Education Students

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