Tasya Eka Lestari, M. Nuruddin, Claudya Zahrani Susilo
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引用次数: 0
摘要
本研究旨在评估数学教育中的学习纪律,以此作为提高学生学业成绩的一种手段。采用的数据收集方法是定量的。本研究的样本总数为 20 人。采用的抽样技术是 "一组前测-后测设计"。数据分析使用 SPSS 23 版软件进行。根据研究结果,可以得出结论:学习纪律与数学成绩之间存在关系。计算得出的 t 值为 -20.237,显著性水平为 0.000。计算出的 t 值(-20.237)小于临界 t 值(-2.093),显著性水平(0.000)小于 0.05。因此,拒绝零假设(Ho)。配对样本检验分析表明,前测和后测活动之间存在差异,显著性水平低于 0.05。计算得出的 t 值大于临界 t 值(2.093),最终结果是接受备择假设 (H1),拒绝零假设 (H0)。
Pengaruh Disiplin Belajar Terhadap Hasil Belajar Siswa Kelas 4 Pada Mata Pelajaran Matematika Di SD Negeri Jombatan 6 Jombang
This study was conducted to evaluate the discipline of learning in mathematics education as a means to enhance students' academic achievement. The data collection method used was quantitative. The total sample size for this research was 20 participants. The sampling technique employed was the One Group Pretest-Post-test Design. Data analysis was carried out using SPSS version 23 software. Based on the findings, it can be concluded that there is a relationship between discipline of learning and mathematics achievement. This is indicated by the calculated t-value of -20.237 with a significance level of 0.000. The calculated t-value (-20.237) is smaller than the critical t-value (-2.093), and the significance level (0.000) is smaller than 0.05. Therefore, the null hypothesis (Ho) is rejected. The Paired Samples Test analysis reveals a disparity between the pretest and posttest activities, as indicated by a significance level below 0.05. Looking at the calculated t-value, which is greater than the critical t-value (2.093), the final outcome is that the alternative hypothesis (H1) is accepted, and the null hypothesis (H0) is rejected.