Peran Kemampuan Awal Matematika dan Persepsi Mahasiswa pada Statistika terhadap Prestasi Belajar Statistika

Hartuti, Purni Munah; Widyasari, Halleyna

doi:10.30998/sap.v1i2.1020

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…Mahasiswa dengan tingkat kesadaran yang tinggi pada mata kuliah Statistika diharapkan dapat memberikan motivasi bagi mahasiswa lainnya (Hartuti & Widyasari, 2016).…”

Section: Pendahuluanunclassified

Evaluasi Pembelajaran Statistik Pendidikan di STAI Al Khairaat Labuha dengan Model Evaluasi Discrepancy dan Kirkpatrick

Haryati

Rasyid

Mania

et al. 2023

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This study is aimed to evaluate the learning of Educational Statistics Course at PAI Study Program of STAI Alkhairaat Labuha, Ternate. This is evaluation research, employing the combination of Discrepancy and Kirkpatrick Evaluation Model. The study employed mixed methods involving questionnaires, observation, and documentation. The case study method was used, which included total sampling of 14 students. The research results reveal several significant findings: To begin with, the learning gap for Educational Statistics Course for the 2022/2023 Academic Year is relatively small with 11.57%. Second, the lecturers have pedagogical competence and high professionalism in the student's perspectives. This is indicated by the findings that the gap of pedagogical and professional competence is extremely small with 8.35% and 4.20% respectively. Third, the use of Mastery Learning approach to teach Educational Statistics is considered effective and making Google forms and applications to collect data directly from respondents and data processing procedures provides the most effective learning experience for students. The researchers made the following recommendations: firstly, lecturers should design well-developed and structured lesson plans, and enhance student learning with practical skills to make learning more successful. Second, lecturers are encouraged to improve their pedagogical skills, particularly in the topics of material distribution, calculating material, and to increase learning for quartile material and research hypotheses. Third, lecturers should continue using the Mastery Learning approach in the teaching of Educational Statistics. Fourth, lecturers are urged to fully enhance students' cognitive, affective, and psychomotor through direct practices and peer collaboration.

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“…Mahasiswa dengan tingkat kesadaran yang tinggi pada mata kuliah Statistika diharapkan dapat memberikan motivasi bagi mahasiswa lainnya (Hartuti & Widyasari, 2016).…”

Section: Pendahuluanunclassified

Evaluasi Pembelajaran Statistik Pendidikan di STAI Al Khairaat Labuha dengan Model Evaluasi Discrepancy dan Kirkpatrick

Haryati

Rasyid

Mania

et al. 2023

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“…Selain itu, tidak ditemukannya hubungan antara kepercayaan diri dan nilai akhir semester matakuliah statistik inferensial disebabkan pula karena kurangnya kemampuan siswa dalam merencanakan, melaksanakan, dan mengevaluasi hasil belajar yang diperoleh. Akibatnya siswa menjadi tidak siap untuk menerima mata pelajaran yang berhubungan dengan hitungan dan menganggapnya sebagai sesuatu yang sulit untuk diselesaikan (Hartuti & Widyasari, 2016).…”

Section: Kontribusi Kepercayaan Diri Secara Parsial Terhadap Nilai Ak...unclassified

Kontribusi kepercayaan diri dan efikasi diri akademik terhadap nilai mata kuliah statistik inferensial

Kholidin

Rachmawati

Laksana

2020

TER

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Tujuan dari penelitian ini adalah untuk: mengidentifikasi kontribusi simultan dari kepercayaan diri akademik dan self-efficacy akademik ke nilai akhir matakuliah Statistik Inferensial; mengidentifikasi kontribusi parsial kepercayaan diri akademik ke nilai akhir matakuliah Statistik Inferensial; mengidentifikasi kontribusi parsial dari self-efficacy akademik ke nilai akhir matakuliah Statistik Inferensial; dan mengidentifikasi kontribusi kepercayaan diri akademik dan self-efficacy akademik pada nilai akhir matakuliah Statistik Inferensial. Penelitian ini menggunakan kuantitatif. Hasil penelitian menunjukkan bahwa: ada kontribusi simultan kepercayaan diri akademik dan self-efficacy akademik padanilai akhir matakuliah Statistik Inferensial; belum ada kontribusi parsial kepercayaan diri akademik pada nilai akhir matakuliah Statistik Inferensial; ada kontribusi parsial dari self-efficacy akademik pada nilai akhir matakuliah Statistik Inferensial; dan kontribusi kepercayaan diri akademik dan self-efficacy akademik untuk nilai akhir kursus Statistik Inferensial sebesar 42,90%. Contribution of self-confidence and academic self-efficacy to students' final semester grade AbstractThe objectives of the study were to: identify the simultaneous contribution of academic self-confidence and academic self-efficacy to the final grade of Inferential Statistics course; identify the partial contribution of academic self-confidence to the final grade of Inferential Statistics course; identify the partial contribution of academic self-efficacy to the final grade of Inferential Statistics course; and identify the contribution size of academic self-confidence and academic self-efficacy to the final grade of Inferential Statistics course. In conducting the study, the quantitative method was implemented. Results showed that: there has been simultaneous contribution of academic self-confidence and academic self-efficacy to the final grade of Inferential Statistics course; there has not been partial contribution of academic self-confidence to the final grade of Inferential Statistics course; there has been partial contribution of academic self-efficacy to the final grade of Inferential Statistics course; and the contribution of academic self-confidence and academic self-efficacy to the final grade of Inferential Statistics course has been 42.90%.

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“…Statistics equips students to have the ability to think logically, critically, creatively, and systematically and be able to produce individuals who can carry out research (Wahyuni & Fauziah, 2015). Statistics acts as a tool to handle quantitative data obtained from research (Munah Hartuti & Widyasari, 2016) Statistics learning in Higher Education aims to make students aware of the importance of understanding data; can understand the basic concepts of statistics and their terminology; know how to collect data and the ability to describe it; have data interpretation skills, and as a basis for communication (Rumsey, 2002). For prospective teacher students, statistics are important for solving learning problems in class.…”

Section: Introductionmentioning

confidence: 99%

Statistical Literacy of Pre-Service Islamic Religious Education Teachers

et al. 2021

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Statistik dalam pendidikan berguna untuk memecahkan masalah yang dihadapi guru dalam kegiatan pembelajaran di kelas, seperti mengumpulkan data hasil tes, mengolahnya, dan menyajikannya dalam buku raport. Oleh karena itu, calon guru perlu memiliki keterampilan literasi statistik yang baik. Namun, banyak calon guru masih kesulitan memahaminya, terutama mereka yang tidak memiliki latar belakang keterampilan matematika yang baik. Kondisi ini terjadi pada calon guru di jurusan Pendidikan Agama Islam. Penelitian ini bertujuan untuk mendeskripsikan literasi statistika calon guru di Jurusan Pendidikan Agama Islam berdasarkan indikator literasi statistika. Penelitian ini diharapkan dapat mendeskripsikan keterampilan literasi statistika mahasiswa sehingga dapat digunakan sebagai bahan penelitian selanjutnya. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek dalam penelitian ini adalah 32 siswa. Pengumpulan data dilakukan dengan memberikan tes literasi statistik. Hasil penelitian menunjukkan 81,25% siswa mampu memahami data statistik yang ditampilkan dalam bentuk diagram garis; 87,50% siswa dapat menyajikan data dalam diagram yang sesuai, dan hanya 37,50% siswa yang mampu menginterpretasikan data dari kasus yang diberikan.

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Peran Kemampuan Awal Matematika dan Persepsi Mahasiswa pada Statistika terhadap Prestasi Belajar Statistika

Cited by 4 publications

References 1 publication

Evaluasi Pembelajaran Statistik Pendidikan di STAI Al Khairaat Labuha dengan Model Evaluasi Discrepancy dan Kirkpatrick

Evaluasi Pembelajaran Statistik Pendidikan di STAI Al Khairaat Labuha dengan Model Evaluasi Discrepancy dan Kirkpatrick

Kontribusi kepercayaan diri dan efikasi diri akademik terhadap nilai mata kuliah statistik inferensial

Statistical Literacy of Pre-Service Islamic Religious Education Teachers

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