Empirical Study of Factors Affecting the Students' Mathematics Learning Achievement

Autor/inn/en	Wawan; Retnawati, Heri
Titel	Empirical Study of Factors Affecting the Students' Mathematics Learning Achievement
Quelle	In: International Journal of Instruction, 15 (2022) 2, S.417-434 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; High School Students; Mathematics Achievement; Mathematics Anxiety; Student Motivation; Problem Solving; Mathematics Skills; Educational Improvement; Student Evaluation of Teacher Performance; Rating Scales; Indonesia; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Problemlösen; Mathematics ability; Teaching improvement; Unterrichtsentwicklung; Rating-Skala; Indonesien
Abstract	Student achievement in learning mathematics is considerably low in Indonesia. This study aims to discuss factors affecting learning achievements in mathematics in Indonesia, including direct and indirect influences, such as students' perception of teacher competence, learning anxiety, problem-solving ability, learning motivation, and mathematical connection ability. Quantitative approach and correlational method were used with a sample comprising 171 class XI students of Senior High School in Purworejo Regency, Central Java. The stratified cluster random sampling technique was used to determine the sample composition based on the National Examination scores for the 2018/2019 academic year. The results showed that four variables, except anxiety, significantly influence learning achievement. Furthermore, mathematical connection ability had the greatest direct impact on learning success at 0.38. Other indirect factors, such as influence through learning motivation and problem-solving ability, were at 0.140 and 0.133, respectively. These results are in line with previous studies which stated that mathematical connection ability is an important aspect in achieving student learning achievement. The ability to connect various materials studied with topics inside and outside mathematics has helped students understand the material to improve learning achievement. Furthermore, teachers can use these results as references in learning management by paying attention to various aspects, especially mathematical connection ability. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01