Interrelation of learning model and peer interaction through motivation on achievement

Authors

  • Rody Satriawan Mathematics Education Study Program, Hamzanwadi University https://orcid.org/0000-0003-3791-2989
  • Lalu Muhammad Fauzi Mathematics Education Study Program, Hamzanwadi University
  • Sri Supiyati Mathematics Education Study Program, Hamzanwadi University
  • Muhammad Halqi Mathematics Education Study Program, Hamzanwadi University
  • Malik Ibrahim Mathematics Education Study Program, Nahdlatul Ulama University

DOI:

https://doi.org/10.29408/jel.v9i2.15527

Keywords:

learning models, peer interaction, motivation, achievement

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 0.17<0.05. There is a direct effect of the learning approach on motivation; the P-value is 0.049<0.05. Peer interaction immediately affects achievement; the P-value is 0.035<0.05. There is a direct effect of the learning models on achievement; the P-value is 0.088>0.05. There is no direct effect of peer interaction on achievement; the P-value of 0.023<0.05 has a direct impact on motivation on achievement, the P-value of 0.444>0.05 motivation cannot mediate peer interaction on achievement, and a P-value of 0.024<0.05 with the conclusion that there is an indirect effect between learning model on achievement through motivation.

References

Acharya, B. R. (2017). Factors affecting difficulties in learning mathematics by mathematics learners. International Journal of Elementary Education, 6(2), 8–15. https://doi.org/10.11648/j.ijeedu.20170602.11

Arianti. (2019). Peranan guru dalam meningkatkan motivasi belajar siswa [The role of the teacher in increasing student learning motivation]. DIDAKTIKA: Jurnal Kependidikan, 12(2), 117–134. https://doi.org/10.30863/didaktika.v12i2.181

Asmawati, A. A., Sugeng, S., & Labulan, P. (2021). Pengaruh disiplin belajar, kecemasan, dan perhatian orang tua terhadap hasil belajar matematika siswa [The influence of learning discipline, anxiety, and parental concern on students' mathematics learning outcomes]. Primatika: Jurnal Pendidikan Matematika, 10(1), 1–10. https://doi.org/10.30872/primatika.v10i1.391

Ayu, P., Mahmud, N., & Aprisal. (2022). Pengaruh interaksi teman sebaya dan regulasi diri terhadap hasil belajar matematika siswa kelas VIII SMPN 2 Tinambung [The effect of peer interaction and self-regulation on the mathematics learning outcomes of grade 8 students of junior high school 2 Tinambung]. PEDAMATH Journal on Pedagogical Mathematics, 5(1), 1–13. https://doi.org/10.31605/pedamath.v5i1.2338

Chand, S., Chaudhary, K., Prasad, A., & Chand, V. (2021). Perceived causes of students’ poor performance in mathematics: a case study at Ba and Tavua secondary schools. Frontiers in applied mathematics and statistics, 7(April), 1–13. https://doi.org/10.3389/fams.2021.614408

Faulina, F., & Fitria, L. (2017). Pengaruh model pembelajaran contextual teaching and learning (CTL) dengan pendekatan ICARE terhadap hasil belajar teknologi [The influence of the contextual teaching and learning learning model with the ICARE approach to technology learning outcomes]. RISTEKDIK: Jurnal Bimbingan dan Konseling, 3(1), 1–8.

Ikmawati. (2020). Pengaruh disiplin dan kreativitas belajar terhadap hasil belajar matematika di SMK negeri dan swasta [The influence of discipline and learning creativity on mathematics learning outcomes in public and private vocational schools]. Primatika: Jurnal Pendidikan Matematika, 9(1), 35–42. https://doi.org/10.30872/primatika.v9i1.250

Johnson, D. (2017). The role of teachers in motivating students to learn. Journal of graduate studies in education, 9(1), 46–49. https://doi.org/10.30954/2231-4105.01.2021.6

Kadarisma, G., Rosyana, T., & Nurjaman, A. (2019). Pengaruh minat belajar terhadap kemampuan penalaran matematik siswa SMP [The influence of interest in learning mathematics on the mathematical reasoning abilities of junior high school students]. Jurnal Absis, 2(1), 121–128. https://doi.org/10.30606/absis.v2i1.206

Khoerunnisa, P., & Aqwal, S. M. (2020). Analisis model-model pembelajaran [Analysis of learning models]. Fondatia, 4(1), 1–27. https://doi.org/10.36088/fondatia.v4i1.441

Kurniawan, D., & Wustqa, D. U. (2014). Pengaruh perhatian orang tua, motivasi belajar, dan lingkungan sosial terhadap prestasi belajar matematika siswa SMP [The effect of parental attention, learning motivation, and social environment on junior high school students' mathematics learning achievement]. Jurnal Riset Pendidikan Matematika, 1(2), 176. https://doi.org/10.21831/jrpm.v1i2.2674

Langoban, M. A., & Langoban, M. A. (2020). What makes mathematics difficult as a subject for most students in higher education? International Journal of English and Education, 9(03), 214–220.

Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2018). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207–231. https://doi.org/10.29333/iejme/3997

Murtafiah, W., Setyansah, R. K., & Nurcahyani, D. A. (2021). Kemampuan komunikasi matematis dalam menyelesaikan circle problem berdasarkan self-confidence siswa SMP [Mathematical communication skills in solving circle problems based on junior high school students' self-confidence]. Jurnal Elemen, 7(1), 130–145. https://doi.org/10.29408/jel.v7i1.2785

Nurafrianti, S. S., Amalia, A. R., & Nurasiah, I. (2020). Analisis peran guru sebagai motivator pada pembelajaran IPS siswa kelas tinggi dalam pembelajaran daring [Analysis of the teacher's role as a motivator in social studies learning for high-grade students in online learning]. DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar, 3(2), 279–286. https://doi.org/10.31100/dikdas.v3i2.671

Nurhasanah, S. (2019). Pengaruh metode pembelajaran dan kemampuan penalaran terhadap penguasaan konsep matematika (Eksperimen pada siswa SMP Negeri di Kota Tangerang) [The effect of learning methods and reasoning abilities on mastery of mathematical concepts (Experiment on state junior high school students in Tangerang City)]. Jurnal Pendidikan MIPA, 2(1), 50–61. https://journal.lppmunindra.ac.id/index.php/alfarisi/article/view/8258

Oktiani, I. (2017). Kreativitas guru dalam meningkatkan motivasi belajar peserta didik [Teacher creativity in increasing student learning motivation]. Jurnal Kependidikan, 5(2), 216–232. https://doi.org/10.24090/jk.v5i2.1939

Pagiling, S. L., & Taufik, A. R. (2022). Unveiling belief and pedagogical content knowledge of prospective secondary mathematics teachers. Jurnal Elemen, 8(2), 411–426. https://doi.org/10.29408/jel.v8i2.5096

Saraswati, A. D., & Purnami, A. S. (2017). Pengaruh fasilitas belajar perhatian orang tua dan lingkungan teman sebaya terhadap prestasi belajar matematika siswa kelas VIII SMP Negeri Se-Kecamatan Pleret Bantul [The effect of learning facilities on the attention of parents and peer environment on mathematics learning achievement of 8th grade junior high school students in Pleret District, Bantul]. In Prosiding Seminar Nasional Etnomatnesia (pp. 154–161). https://jurnal.ustjogja.ac.id/index.php/etnomatnesia/article/view/2307

Sukardi. (2011). Metodologi penelitian pendidikan [Educational research methodology]. Bumi Aksara.

Uysal, S., & Banoglu, K. (2018). Hogging the middle lane: How student performance heterogeneity leads Turkish schools to fail in PISA? Cypriot Journal of Educational Sciences, 13(2), 201–213. https://doi.org/10.18844/cjes.v13i2.3196

Valente, C. (2019). Primary education expansion and quality of schooling. Economics of Education Review, 73, 101913. https://doi.org/10.1016/j.econedurev.2019.101913

Wijayanti, H., & Suhendri, H. (2017, 2017). Pengaruh kecerdasan intrapersonal dan berpikir kritis terhadap kemampuan penalaran matematika [The influence of intrapersonal intelligence and critical thinking on mathematical reasoning abilities] Diskusi Panel Nasional Pendidikan Matematika, https://journal.lppmunindra.ac.id/index.php/repository/article/view/2038

Yuliany, N., Rahman, U., & Amriani. (2022). Pengaruh motivasi berprestasi dan kebiasaan belajar terhadap prestasi belajar matematika siswa [The effect of achievement motivation and study habits on students' mathematics learning achievement]. Al Asma: Journal of Islamic Education, 4(1), 31–40. https://doi.org/10.24252/asma.v4i1.28444

Yunus, N. A., Hulukati, E., & Djakaria, I. (2019). Pengaruh pendekatan kontekstual terhadap kemampuan penalaran matematis ditinjau dari gaya kognitif peserta didik [The influence of the contextual approach to mathematical reasoning abilities in terms of students' cognitive style]. Jambura Journal of Mathematics, 2(1), 30–38. https://doi.org/10.34312/jjom.v2i1.2591

Downloads

Published

31-07-2023

How to Cite

Satriawan, R., Fauzi, L. M., Supiyati, S., Halqi, M., & Ibrahim, M. (2023). Interrelation of learning model and peer interaction through motivation on achievement. Jurnal Elemen, 9(2), 464–474. https://doi.org/10.29408/jel.v9i2.15527

Issue

Section

Articles

Similar Articles

<< < 9 10 11 12 13 14 15 16 17 18 > >> 

You may also start an advanced similarity search for this article.