Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.18348
Nenden Suciyati Sartika, Siti Mega Mustika, A. Sahrudin, Ika Meika, Ratu Mauladaniyati, Ika Yunitasari
This research aims to determine and obtain actual data on the types of epistemological learning obstacles in solving probability story problems. This study was motivated by the low learning outcomes of students in solving probability story problems. The research uses a qualitative descriptive method with data collection techniques, including written tests, interviews, and documentation. Based on the analysis of the written test, interviews, and documentation data, it was found that out of 20 students who took the learning obstacle test, 11 scored below 60. The percentage of students who scored below the minimum completion criteria was 55%. These obstacles include errors in understanding the problem concept, errors in selecting and using solution procedures, errors in writing answers, and errors in operational techniques. It indicates that half of the students who took the learning obstacle test on probability story problems still experience learning obstacles, particularly epistemological obstacles, in solving such issues. It is reinforced by analysis and in-depth interviews with three vocational students that these students still participate in epistemological obstacles ranging from conceptual, procedural, and technical operational obstacles.
{"title":"Learning obstacles in solving story problems on probability for vocational high school students","authors":"Nenden Suciyati Sartika, Siti Mega Mustika, A. Sahrudin, Ika Meika, Ratu Mauladaniyati, Ika Yunitasari","doi":"10.29408/jel.v10i1.18348","DOIUrl":"https://doi.org/10.29408/jel.v10i1.18348","url":null,"abstract":"This research aims to determine and obtain actual data on the types of epistemological learning obstacles in solving probability story problems. This study was motivated by the low learning outcomes of students in solving probability story problems. The research uses a qualitative descriptive method with data collection techniques, including written tests, interviews, and documentation. Based on the analysis of the written test, interviews, and documentation data, it was found that out of 20 students who took the learning obstacle test, 11 scored below 60. The percentage of students who scored below the minimum completion criteria was 55%. These obstacles include errors in understanding the problem concept, errors in selecting and using solution procedures, errors in writing answers, and errors in operational techniques. It indicates that half of the students who took the learning obstacle test on probability story problems still experience learning obstacles, particularly epistemological obstacles, in solving such issues. It is reinforced by analysis and in-depth interviews with three vocational students that these students still participate in epistemological obstacles ranging from conceptual, procedural, and technical operational obstacles.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"73 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.23950
Kusno Kusno, Gelvia Yolanda, Sri Supiyati
{"title":"Exploration of Unggan weaving in Minang culture: An ethnomathematics study","authors":"Kusno Kusno, Gelvia Yolanda, Sri Supiyati","doi":"10.29408/jel.v10i1.23950","DOIUrl":"https://doi.org/10.29408/jel.v10i1.23950","url":null,"abstract":"","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"67 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.29408/jel.v10i1.23177
T. Masfingatin, D. Apriandi, W. Murtafiah, Edy Suprapto, R. Lusiana
Facing the current digital era, correct and accurate decisions are needed to deal with the problems. This research aimed to explore the decision-making abilities of prospective mathematics teacher students in solving geometric proof problems. This research was a qualitative descriptive study with research subjects 3 out of 32 students of the 2nd semester Mathematics Education study program. The research instrument is the researcher himself, who is assisted with geometric proof problem tests and interview guidelines. Data analysis was including reduction, presentation, and conclusion. The validity of the research data was tested using methods triangulation. The research results show that subjects with a proof ability of K2 can build and clarify geometric concepts/principles and can assess the reasonableness of ideas even though the subject feels unsure about their choice. Subjects with a proof ability of K3 can build and clarify geometric concept/principle ideas but cannot assess the reasonableness of proof ideas. Subjects with a proof ability of K4 can build ideas of geometric concepts/principles, can clarify even though they are incomplete, and cannot assess the reasonableness of proof ideas. Students need to be equipped with decision-making skills in solving proof problems as preparation to become mathematics teachers in the future.
{"title":"Exploring decision-making prospective mathematics teacher in solving geometric proof problems","authors":"T. Masfingatin, D. Apriandi, W. Murtafiah, Edy Suprapto, R. Lusiana","doi":"10.29408/jel.v10i1.23177","DOIUrl":"https://doi.org/10.29408/jel.v10i1.23177","url":null,"abstract":"Facing the current digital era, correct and accurate decisions are needed to deal with the problems. This research aimed to explore the decision-making abilities of prospective mathematics teacher students in solving geometric proof problems. This research was a qualitative descriptive study with research subjects 3 out of 32 students of the 2nd semester Mathematics Education study program. The research instrument is the researcher himself, who is assisted with geometric proof problem tests and interview guidelines. Data analysis was including reduction, presentation, and conclusion. The validity of the research data was tested using methods triangulation. The research results show that subjects with a proof ability of K2 can build and clarify geometric concepts/principles and can assess the reasonableness of ideas even though the subject feels unsure about their choice. Subjects with a proof ability of K3 can build and clarify geometric concept/principle ideas but cannot assess the reasonableness of proof ideas. Subjects with a proof ability of K4 can build ideas of geometric concepts/principles, can clarify even though they are incomplete, and cannot assess the reasonableness of proof ideas. Students need to be equipped with decision-making skills in solving proof problems as preparation to become mathematics teachers in the future.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yeni Fitriya, A. Mustadi, Ikhlasul Ardi Nugroho, A. Anugrahana
Mathematical disposition is an important aspect that pre-service teachers must master to determine the success of mathematics learning. The objectives of this study were to show the statistical description and verify the research hypothesis regarding the comparison between problem-solving and problem-posing integrated with ignatian pedagogy as a novelty toward Elementary School Teacher Education students. Using a quantitative approach involving 84 students consisting of 9 males and 75 females as participants, used a comparison test between two learning models. The results of the parametric prerequisite test showed the value of Sig. 0.05 for normality and Sig. 0.05 for homogeneity. However, data analysis can not be continued parametrically but was tested using Mann-Whitney U (non-parametric). The hypotheses test results concluded that H0 was accepted or there was no significant difference from the state of the students' mathematical disposition either using problem-solving or problem posing based on ignation pedagogy. It was evidenced by the probability value, which showed 0.221, which was 0.05. The implications of this study directly recommend using appropriate learning models to improve the mathematical dispositions of pre-service teachers.
{"title":"Pre-service teacher’s mathematical disposition through problem-solving and problem-posing based ignatian pedagogy","authors":"Yeni Fitriya, A. Mustadi, Ikhlasul Ardi Nugroho, A. Anugrahana","doi":"10.29408/jel.v9i2.15909","DOIUrl":"https://doi.org/10.29408/jel.v9i2.15909","url":null,"abstract":"Mathematical disposition is an important aspect that pre-service teachers must master to determine the success of mathematics learning. The objectives of this study were to show the statistical description and verify the research hypothesis regarding the comparison between problem-solving and problem-posing integrated with ignatian pedagogy as a novelty toward Elementary School Teacher Education students. Using a quantitative approach involving 84 students consisting of 9 males and 75 females as participants, used a comparison test between two learning models. The results of the parametric prerequisite test showed the value of Sig. 0.05 for normality and Sig. 0.05 for homogeneity. However, data analysis can not be continued parametrically but was tested using Mann-Whitney U (non-parametric). The hypotheses test results concluded that H0 was accepted or there was no significant difference from the state of the students' mathematical disposition either using problem-solving or problem posing based on ignation pedagogy. It was evidenced by the probability value, which showed 0.221, which was 0.05. The implications of this study directly recommend using appropriate learning models to improve the mathematical dispositions of pre-service teachers.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131259451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is a descriptive study that aims to describe the errors of students of the Faculty of Education and Teacher Training (FKIP), Sriwijaya University, in solving Climate Change context mathematical modeling problems, to minimize errors made in solving mathematical modeling problems, especially in the context of climate change in the future. No one has researched student errors in solving mathematical modeling problems in the Climate Change context using the Newman error procedure. Data collection techniques used in this study included tests and semi-structured interviews. The data analysis technique used for test data is by analyzing errors using the Newman procedure. The results of this study with 52 participants were types of errors by FKIP Sriwijaya University in solving Climate Change context mathematical modeling problems as follows for question 1 and question 2, and respectively there were 23.1% and 15.4% errors in understanding the problem, 46.2% and 96.2% transformation errors, 32.7% and 96.2% writing. The causes of errors are errors in reading, errors in determining the problem and existing information, errors in making assumptions, errors in identifying variables, and errors in making mathematical models.
{"title":"Students’ errors in solving climate change context mathematical modeling problems","authors":"Mursyidah J Parandrengi, C. Hiltrimartin","doi":"10.29408/jel.v9i2.11422","DOIUrl":"https://doi.org/10.29408/jel.v9i2.11422","url":null,"abstract":"This research is a descriptive study that aims to describe the errors of students of the Faculty of Education and Teacher Training (FKIP), Sriwijaya University, in solving Climate Change context mathematical modeling problems, to minimize errors made in solving mathematical modeling problems, especially in the context of climate change in the future. No one has researched student errors in solving mathematical modeling problems in the Climate Change context using the Newman error procedure. Data collection techniques used in this study included tests and semi-structured interviews. The data analysis technique used for test data is by analyzing errors using the Newman procedure. The results of this study with 52 participants were types of errors by FKIP Sriwijaya University in solving Climate Change context mathematical modeling problems as follows for question 1 and question 2, and respectively there were 23.1% and 15.4% errors in understanding the problem, 46.2% and 96.2% transformation errors, 32.7% and 96.2% writing. The causes of errors are errors in reading, errors in determining the problem and existing information, errors in making assumptions, errors in identifying variables, and errors in making mathematical models.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116981963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The findings of teacher misconceptions of mathematics at various levels indicate a wide variation of mathematics taught to students. This research aims to produce valid, practical, and effective teaching supplementary materials for integers, fractions, two dimensional and three-dimensional shapes that can overcome misconceptions. This two-year development research applied Plomp's development phases: preliminary investigation, design, realization, test phase, evaluation, and revision. The data were analyzed from teacher misconceptions about mathematics from the first year of the study, the development of teaching material supplements, the results of observations on the implementation of teaching materials, the teacher's response questionnaire to the implementation of the teaching materials, and test results. The research subjects were primary school teachers in Sidoarjo who experienced mathematical misconceptions. The results showed that the teaching material supplements developed met valid, practical, and effective criteria based on expert validation, teacher responses, and teacher work results on the assessment sheets. The features of the supplements were developed based on cognitive conflict and the resolution of conflicting perspectives and the teachers' existing ideas and extend them, through, for example, the analogy to a new domain, where those are presented in either the materials or the assessments.
{"title":"Features of teaching supplements designed to help primary teachers reduce student misconceptions in mathematics","authors":"E. B. Rahaju, D. Iriyani, A. W. Kohar","doi":"10.29408/jel.v9i2.12274","DOIUrl":"https://doi.org/10.29408/jel.v9i2.12274","url":null,"abstract":"The findings of teacher misconceptions of mathematics at various levels indicate a wide variation of mathematics taught to students. This research aims to produce valid, practical, and effective teaching supplementary materials for integers, fractions, two dimensional and three-dimensional shapes that can overcome misconceptions. This two-year development research applied Plomp's development phases: preliminary investigation, design, realization, test phase, evaluation, and revision. The data were analyzed from teacher misconceptions about mathematics from the first year of the study, the development of teaching material supplements, the results of observations on the implementation of teaching materials, the teacher's response questionnaire to the implementation of the teaching materials, and test results. The research subjects were primary school teachers in Sidoarjo who experienced mathematical misconceptions. The results showed that the teaching material supplements developed met valid, practical, and effective criteria based on expert validation, teacher responses, and teacher work results on the assessment sheets. The features of the supplements were developed based on cognitive conflict and the resolution of conflicting perspectives and the teachers' existing ideas and extend them, through, for example, the analogy to a new domain, where those are presented in either the materials or the assessments.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116076803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Argumentation as an aspect of problem-solving has been studied in mathematics education. However, mathematical proof still needs to be resolved further. This study investigates students' mathematical argumentation skills when proving mathematical statements based on their self-efficacy. The research subjects were 43 mathematics education students at a university in Aceh Province who had taken a number theory course. The study used a qualitative approach with a case study design: students’ mathematical proving self-efficacy. Data was obtained using self-efficacy questionnaires and mathematical proof test instruments that experts have validated, while the data triangulation used was an in-depth interview. The results of this study reveal that students' mathematical argumentation skills in proving mathematical statements have differences based on their self-efficacy. The mathematical argumentation ability of students with high self-efficacy involves all aspects of argumentation well so that the construction of the proof is scientifically correct. Meanwhile, the argumentation ability of students with moderate or low self-efficacy still does not involve essential aspects of argumentation. So, the proof results are not scientifically correct because they have not arrived at the proper conclusion.
{"title":"Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy","authors":"Surya Kurniawan, R. Rosjanuardi, S. Suhendra","doi":"10.29408/jel.v9i2.15151","DOIUrl":"https://doi.org/10.29408/jel.v9i2.15151","url":null,"abstract":"Argumentation as an aspect of problem-solving has been studied in mathematics education. However, mathematical proof still needs to be resolved further. This study investigates students' mathematical argumentation skills when proving mathematical statements based on their self-efficacy. The research subjects were 43 mathematics education students at a university in Aceh Province who had taken a number theory course. The study used a qualitative approach with a case study design: students’ mathematical proving self-efficacy. Data was obtained using self-efficacy questionnaires and mathematical proof test instruments that experts have validated, while the data triangulation used was an in-depth interview. The results of this study reveal that students' mathematical argumentation skills in proving mathematical statements have differences based on their self-efficacy. The mathematical argumentation ability of students with high self-efficacy involves all aspects of argumentation well so that the construction of the proof is scientifically correct. Meanwhile, the argumentation ability of students with moderate or low self-efficacy still does not involve essential aspects of argumentation. So, the proof results are not scientifically correct because they have not arrived at the proper conclusion.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134278287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research occurred to improve students' numeracy skills. To help students acquire these skills, develop learning projects through a STEAM approach using kite-making and collaborative learning projects. Design collaborative learning projects using a STEAM approach to assist students in acquiring these skills. This study's primary purpose is to create kites to aid junior high school students in addressing problems concerning PLSV and the kite area. This study applies a design research type of validation study. The data collection technique used is using images, products
{"title":"The kite project to improve junior high school students’ numeracy","authors":"Nabila Putri Isamer, R. Putri, Z. Zulkardi","doi":"10.29408/jel.v9i2.7168","DOIUrl":"https://doi.org/10.29408/jel.v9i2.7168","url":null,"abstract":"This research occurred to improve students' numeracy skills. To help students acquire these skills, develop learning projects through a STEAM approach using kite-making and collaborative learning projects. Design collaborative learning projects using a STEAM approach to assist students in acquiring these skills. This study's primary purpose is to create kites to aid junior high school students in addressing problems concerning PLSV and the kite area. This study applies a design research type of validation study. The data collection technique used is using images, products","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134392418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andriyani Andriyani, M. Fitrianawati, I. Khalil, M. Barida, Rully Charitas Indra Prahmana
Mathematical communication is crucial in inclusive mathematics teaching and learning to convey mathematical symbols. However, teaching mathematical symbols to deaf students in inclusive classrooms has been a persistent challenge due to the lack of specialized sign language for mathematical expressions. Media, such as SPECOMATSO technology, can serve as a bridge to address this issue. This research focused on developing valid and practical SPECOMATSO technology to strengthen students’ literacy and facilitate the delivery of mathematical symbols, which previously posed difficulties for teachers in inclusive settings. The research combined the Alessi Trollip and V-waterfall models, encompassing seven development stages: analysis, design, implementation, unit testing, integration testing, system testing, and acceptance testing. The research instruments included observation and interview guidelines, a product validation questionnaire, and a student response questionnaire. This study produces SPECOMATSO technology that is valid and practical for learning plane geometry and angles in mathematics. Although this development still needs improvement in fixative abilities, such as storage and editing functions, it is expected to strengthen digital literacy and stimulate mathematical communication among deaf students who face challenges related to their limited auditory capabilities.
{"title":"Stimulating mathematical communication with SPECOMATSO technology development based on digital literacy","authors":"Andriyani Andriyani, M. Fitrianawati, I. Khalil, M. Barida, Rully Charitas Indra Prahmana","doi":"10.29408/jel.v9i2.15869","DOIUrl":"https://doi.org/10.29408/jel.v9i2.15869","url":null,"abstract":"Mathematical communication is crucial in inclusive mathematics teaching and learning to convey mathematical symbols. However, teaching mathematical symbols to deaf students in inclusive classrooms has been a persistent challenge due to the lack of specialized sign language for mathematical expressions. Media, such as SPECOMATSO technology, can serve as a bridge to address this issue. This research focused on developing valid and practical SPECOMATSO technology to strengthen students’ literacy and facilitate the delivery of mathematical symbols, which previously posed difficulties for teachers in inclusive settings. The research combined the Alessi Trollip and V-waterfall models, encompassing seven development stages: analysis, design, implementation, unit testing, integration testing, system testing, and acceptance testing. The research instruments included observation and interview guidelines, a product validation questionnaire, and a student response questionnaire. This study produces SPECOMATSO technology that is valid and practical for learning plane geometry and angles in mathematics. Although this development still needs improvement in fixative abilities, such as storage and editing functions, it is expected to strengthen digital literacy and stimulate mathematical communication among deaf students who face challenges related to their limited auditory capabilities.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125968228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Satriawan, Lalu Muhammad Fauzi, Sri Supiyati, Muhammad Halqi, Malik Ibrahim
Mathematics is often seen as a complex subject by most students. This has caused their achievement and motivation to be low. This study aims to see whether there is a direct or indirect influence from the independent and intervening variables on the dependent variables. This research is quantitative. The population is grade VIII of one of state junior high school, and the sample is class 8-B which consists of 28 students. The instruments used in data collection were questionnaires and tests. Data were analyzed using path analysis with the help of the Amos 25.0 program. The research result is that the P-value is 0.170.05. There is a direct effect of the learning approach on motivation; the P-value is 0.0490.05. Peer interaction immediately affects achievement; the P-value is 0.0350.05. There is a direct effect of the learning models on achievement; the P-value is 0.0880.05. There is no direct effect of peer interaction on achievement; the P-value of 0.0230.05 has a direct impact on motivation on achievement, the P-value of 0.4440.05 motivation cannot mediate peer interaction on achievement, and a P-value of 0.0240.05 with the conclusion that there is an indirect effect between learning model on achievement through motivation.
{"title":"Interrelation of learning model and peer interaction through motivation on achievement","authors":"R. Satriawan, Lalu Muhammad Fauzi, Sri Supiyati, Muhammad Halqi, Malik Ibrahim","doi":"10.29408/jel.v9i2.15527","DOIUrl":"https://doi.org/10.29408/jel.v9i2.15527","url":null,"abstract":"Mathematics is often seen as a complex subject by most students. This has caused their achievement and motivation to be low. This study aims to see whether there is a direct or indirect influence from the independent and intervening variables on the dependent variables. This research is quantitative. The population is grade VIII of one of state junior high school, and the sample is class 8-B which consists of 28 students. The instruments used in data collection were questionnaires and tests. Data were analyzed using path analysis with the help of the Amos 25.0 program. The research result is that the P-value is 0.170.05. There is a direct effect of the learning approach on motivation; the P-value is 0.0490.05. Peer interaction immediately affects achievement; the P-value is 0.0350.05. There is a direct effect of the learning models on achievement; the P-value is 0.0880.05. There is no direct effect of peer interaction on achievement; the P-value of 0.0230.05 has a direct impact on motivation on achievement, the P-value of 0.4440.05 motivation cannot mediate peer interaction on achievement, and a P-value of 0.0240.05 with the conclusion that there is an indirect effect between learning model on achievement through motivation.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"187 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122773986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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