Pengaruh Kedisiplinan Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VII SMP Negeri 3 Baubau

Sardin, Sardin; Naenu, Basri

doi:10.55340/japm.v7i2.420

Cited by 6 publications

(10 citation statements)

References 1 publication

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“…To measure spatial abilities according to Nano, observational abilities, logical consistency, the ability to classify images and conceptual thinking are required. The indicators of spatial ability consist of: perceptual thinking, image classification, logical consistency, image identification ability (Harmony & Theis, 2012). Perceptual thinking ability is the ability to carry out perception which includes sensory sensitivity, attention, orientation in space and time and speed of perception.…”

Section: Types and Indicators Of Spatial Thinkingmentioning

confidence: 99%

“…Some parts of math problem solving relate to spatial abilities. Good spatial conceptualization is an asset for students in understanding other mathematical concepts (Tambunan, 2006;Harmony & Theis, 2012;Febriana, 2015). Using spatial examples such as making charts and graphs can help children master mathematical concepts.…”

Section: Introductionmentioning

confidence: 99%

“…Apart from that, spatial processes support the development of mathematical skills, especially in facing new tasks for students (Lowrie & Kay, 2001;Harris & Lowrie, 2018). Research also states that there is a significant influence between spatial abilities on students' mathematics learning outcomes (Harmony & Theis, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…However, the reality that occurs in Indonesia is that formal education does not provide enough stimulus for the development of children's intelligence, because it only develops certain abilities, which are more focused on the function and role of the left side of the brain, and less stimulating the function and role of the right side of the brain (Harmony & Theis , 2012). However, now there is little effort to develop children's various abilities, especially in schools that assess children of various intelligences.…”

Section: Introductionmentioning

confidence: 99%

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Spatial Thinking Ability in Elementary School

Herawati,

Hariyani

2024

PJP

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Spatial thinking ability is the ability to mentally manipulate and rotate an object in solving two-dimensional and third-dimensional geometric problems as well as the ability to imagine the shape of an object from a different perspective in solving three-dimensional geometric problems. This spatial ability is very necessary for students because good spatial abilities will also support good understanding of mathematics. Apart from that, students also need spatial abilities to solve everyday problems, such as looking at a map, explaining their position and so on. This spatial ability consists of spatial visualization, spatial rotation and spatial orientation. To improve spatial abilities, teachers must be creative in designing learning by using various media or teaching aids that are appropriate to the material being studied.Keywords: Spatial thinking skills, Geometry, Elementary education

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Section: Types and Indicators Of Spatial Thinkingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Spatial Thinking Ability in Elementary School

Herawati,

Hariyani

2024

PJP

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“…Peran penting kedisiplinan diri siswa terungkap dalam beberapa penelitian. Kedisiplinan diri memiliki pengaruh positif terhadap hasil belajar matematika siswa (Sardin & Naenu, 2021;Sari & Hasibuan, 2019;Jusnani, 2019). Namun ada juga yang mengungkap bahwa kedisiplinan memiliki pengaruh positif yang kecil bahkan tidak memiliki pengaruh signifikan terhadap hasil belajar matematika siswa (Puspita, 2018;Ekawati, 2016).…”

Section: Pendahuluanunclassified

Pengaruh Persepsi Kedisiplinan Diri Terhadap Hasil Belajar Matematika Siswa

Permatasari¹,

Sari

2022

JdF

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Tujuan penelitian ini adalah untuk mengetahui apakah persepsi kedisiplinan diri memiliki pengaruh terhadap hasil belajar matematika siswa. Penelitian ini merupakan penelitian cross sectional survey dengan pendekatan kuantitatif. Sampel penelitian dipilih dari populasi (N = 64) secara random sebanyak sebanyak 55 siswa dengan berpedoman pada tabel Isaac & Michael. Instrumen yang digunakan adalah kuisioner persepsi kedisiplinan diri siswa yang telah melalui uji validitas dan memiliki reliabilitas tinggi dengan koefisien Alfa Cronbach sebesar 0,71. Sedangkan data mengenai hasil belajar matematika diperoleh dari ujian harian matematika. Data diolah menggunakan analisis statistik regresi linear sederhana dan hasil analisis menunjukkan bahwa sebanyak 7 siswa dengan persepsi kedisiplinan diri kategori rendah, 35 siswa kategori sedang, dan 13 siswa kategori tinggi. Persepsi kedisiplinan diri memiliki hubungan positif linear dengan hasil belajar matematika dan memberi konstribusi sebesar 31,8% dari variansi hasil belajar matematika (R = 0,564; R2 = 0,318; β1 = 1,679; p < 0,05). Penelitian ini menganjurkan untuk mengembangkan kedisiplinan diri dalam meningkatkan hasil belajar matematika siswa.

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Relationship Between Academic Anxiety and Cheating Behavior on Students in SMP N 4 Padang

Widodo

Alizamar

2019

Jur. NeoKons.

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This research is motivated by the large number of students who cheat in the high category. Cheating behavior is cheating to get exam answers by justifying any means and getting them through outside information. One factor that is thought to influence is academic anxiety. This study basically aims to: (1) describe student cheating behavior, (2) describe student academic anxiety, and (3) test a significant positive relationship between academic anxiety and cheating behavior on students. This research uses a quantitative method with a descriptive correlational type. The population of this study was 534 students of Padang 4 Junior High School enrolled in the July-December semester of the 2019/2020 school year and a sample of 169 students were selected by Stratified Random Sampling. The instrument used was the Academic Anxiety questionnaire with a reliability of 0.826 and the Cheating Behavior questionnaire with a reliability of 0.914. Data were analyzed with descriptive statistical techniques and Pearson Product Moment techniques with the help of the SPSS program for Windows 20. The findings of the study revealed that: (1) Students' academic anxiety was in the moderate category, (2) Cheating behavior was in the moderate category, (3) and there was a significant positive relationship between acadmic anxiety and cheating behavior in students with a correlation coefficient of 0.938 and a significance level 0,000.

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Pengaruh Kedisiplinan Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VII SMP Negeri 3 Baubau

Cited by 6 publications

References 1 publication

Spatial Thinking Ability in Elementary School

Spatial Thinking Ability in Elementary School

Pengaruh Persepsi Kedisiplinan Diri Terhadap Hasil Belajar Matematika Siswa

Relationship Between Academic Anxiety and Cheating Behavior on Students in SMP N 4 Padang

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