Pengaruh Kreativitas Belajar Dan Minat Belajar Matematika Terhadap Hasil Belajar Matematika Siswa Kelas Xi Ipa Man 1 Polewali Mandar

Abstract

The purpose of this study was to determine the effect of learning creativity and interest in learning mathematics on mathematics learning outcomes for students of class XI IPA MAN 1 Polewali Mandar. This research is an ex-post facto causal research with a research sample of 72 students, namely 20 students of class XI IPA 1, 20 students of class XI IPA 2, and 20 students of class IPA 3, 12 students of class XI IPA 4 MAN 1 Polewali Mandar selected by using proportionate stratified simple random sampling. Data collection techniques used the following instruments: (1) mathematics learning interest questionnaire, (2) interest in learning mathematics questionnaire, (3) mathematics learning outcomes test. Data analysis using descriptive analysis and inferential analysis. The result of the descriptive analysis of the data showed that: (1) learning creativity was in the high category, (2) interest in learning was in the medium category, and (3) students’ mathematics learning outcomes were in the medium category. The results of hypothesis testing using simple linear regression analysis and multiple linear regression, namely: (1) learning creativity has a positive and significant effect on students mathematics learning outcomes, (2) interest in learning has a positive and significant learning outcomes, (3) learning creativity and interest in learning has a positive and significant effect on students mathematics learning outcomes.

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“…Creativity as one of the internal factors that influence the achievement of maximum learning outcomes. The results of this study are in line with research conducted by Wilda et al (2017) which stated that student creativity affected student learning outcomes in the medium category.…”

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The Guided Note-Taking Learning Model Effectively Improves Students' Mathematics Learning Creativity

“…These teaching weaknesses then have an impact on the results of the National Examination (UN), which always makes mathematics the subject with the lowest score (Kemendikbud, 2017). Most students who solve mathematical problems only do what the teacher gives them without any creativity in their work (Adriani et al, 2022). Apart from that, there is a lack of variety in the models used by teachers, students do not pay attention to the teacher's explanations, and students' lack of interest in learning results in students' lack of creativity in learning (Arini & Surya, 2016).…”

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