THE EFFECT OF MATHEMATICAL DISPOSITION AND LEARNING MOTIVATION ON PROBLEM SOLVING: AN ANALYSIS

Masta Hutajulu (1*)
Tommy Tanu Wijaya (2)
Wahyu Hidayat (3) - [ http://orcid.org/0000-0002-4075-8110 ]


(1) IKIP Siliwangi
(2) Guangxi Normal University
(3) IKIP Siliwangi
(*) Corresponding Author


Abstract


This research was motivated by the low problem-solving abilities, mathematical disposition, and learning motivation of junior students. This study aims to find and analyze the influence of mathematical dispositions empirically and learning motivation on problem-solving abilities. Samples were obtained in class VII-2 at SMPN 2 Cimahi as many as 34 students.  The study uses quantitative correlational methods. The analysis was done by a regression method. The data collection was given two pieces of study instruments, namely problem-solving test instruments and non-test questionnaires in a set of mathematical dispositions and learning motivation. The data were tested for regression and correlation. The results of data analysis that was a mathematical disposition and learning motivation were significantly influenced by the problem-solving ability of junior students, with the regression equation Y = 1.95 + 0.121X1 + 0.015X2 indicating a positive influence, and the degree of closeness is the Pearson correlation coefficient of 0.827 classified in a robust positive interpretation. Together, mathematical disposition variables and learning motivation variables can determine the problem-solving variable by 68.3%. Recommendations from this study, teachers should design learning processes that can improve mathematical disposition and student motivation so that students' problem-solving abilities increase.

Keywords


Learning Motivation; Mathematical Disposition; Problem Solving

Full Text:

PDF

References


Branca, N. A. (1980). Problem solving as a goal, process, and basic skill. Problem Solving in School Mathematics, 1, 3–8.

Cleopatra, M. (2015). Pengaruh gaya hidup dan motivasi belajar terhadap prestasi belajar matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 5(2), 168-181.

Darmawati, J. (2017). pengaruh motivasi belajar dan gaya belajar terhadap prestasi belajar ekonomi siswa SMA negeri di kota Tuban. Jurnal Ekonomi Pendidikan Dan Kewirausahaan, 1(1), 79–90.

Fadila, A., Septiana, A., Amelia, V., & Wahyuni, T. (2019). The Influence of Group Investigation Learning Implementation Judging From Learning Motivation Against Students’ Mathematical Problem Solving Ability. Journal of Physics: Conference Series, 1155(1), 12098.

Hendriana, H., Rohaeti, E. E., & Sumarmo, U. (2017). Hard skills dan soft skills matematik siswa. Bandung: Refika Aditama.

Hendriana, H., & Sumarmo, U. (2014). Penilaian Pembelajaran Matematika. Bandung: Refika Aditama.

Hidayat, W., & Sariningsih, R. (2018). Kemampuan Pemecahan Masalah Matematis dan Adversity Quotient Siswa SMP Melalui Pembelajaran Open Ended. JNPM (Jurnal Nasional Pendidikan Matematika), 2(1), 109–118.

Huda, M. K. (2016). Penerapan Pembelajaran Kooperatif Tipe Investigasi Kelompok untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa pada Materi Persamaan Garis Lurus. Infinity Journal, 5(1), 15–24.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Mathematics Learning Study Committee: National Research Council.

Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The Effect of Mathematical Disposition on Mathematical Power Formation: Review of Dispositional Mental Functions. International Journal of Instruction, 12(1), 343–356.

NCTM. (1989). Curriculum and evaluation standards for school mathematics. Reston: VA: NCTM.

Ningsih, Y. L., & Rohana, R. (2016). Prospective Teachers’ Ability in Mathematical Problem-Solving through Reflective Learning. Infinity Journal, 5(2), 75–82.

Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton university press.

Rakhmat, J. (2007). Psikologi Komunikasi. Edisi Revisi, Cetakan ke-24. Bandung: PT. Remaja Rosdakarya Offset.

Rosyana, T., Afrilianto, M., & Senjayawati, E. (2018). The Strategy of Formulate-Share-Listen-Create to Improve Vocational High School Students’mathematical Problem Posing Ability and Mathematical Disposition on Probability Concept. Infinity Journal, 7(1), 1–6.

Sjøberg, S. (2015). OECD, PISA, and globalization: The influence of the international assessment regime. In Education Policy Perils (pp. 114–145). Routledge.

Subaidi, A. (2016). Self-Efficacy Siswa Dalam Pemecahan Masalah Matematika. Sigma, 1(2), 64–68.

Sumarmo, U. (2010). Berpikir Dan Disposisi Matematik: Apa, Mengapa, dan bagaimana dikembangkan pada peserta didik. Bandung: FPMIPA UPI.

Suprihatin, S. (2015). Upaya guru dalam meningkatkan motivasi belajar siswa. Jurnal Pendidikan Ekonomi UM Metro, 3(1), 73–82.

Taiyeb, A. M., & Mukhlisa, N. (2015). Hubungan Gaya Belajar dan Motivasi Belajar dengan Hasil Belajar Biologi Siswa Kelas XI IPA SMA Negeri 1 Tanete Rilau. Bionature, 16(1), 8-16.

Uno, H. B. (2010). Teori Motivasi & Pengukurannya–Analisis di Bidang Pendidikan, Jakarta. Penerbit Bumi Aksara.

Visser, M., Juan, A., & Feza, N. (2015). Home and school resources as predictors of mathematics performance in South Africa. South African Journal of Education, 35(1), 1-10.




DOI: https://doi.org/10.22460/infinity.v8i2.p229-238

Article Metrics

Abstract view : 2052 times
PDF - 1128 times

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.