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All Journal Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Fitri Aida Sari
Universitas Mulawarman
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences

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Pengaruh kecemasan dan motivasi belajar terhadap hasil belajar matematika siswa Sekolah Dasar Ardelia Wardana; Fitri Aida Sari; Sukriadi Sukriadi; Fara Virgianita Pangadongan; Maria Donata Mariani Priyambodo
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28420

Abstract

This study aims to analyse the influence of mathematics anxiety and learning motivation on the mathematics learning outcomes of sixth-grade students at an elementary school in Samarinda City. The research employed a quantitative, correlational design. A total of 56 students participated as research subjects using a total sampling technique. Data were collected through a mathematics anxiety questionnaire, a learning motivation questionnaire, interviews, and documentation of the final exam scores. Data analysis was conducted using multiple linear regression after confirming the assumptions of normality, multicollinearity, and heteroscedasticity. The results showed that mathematics anxiety did not have a significant effect on learning outcomes (Sig. = 0.118 ≥ 0.05), whereas learning motivation did (Sig. = 0.004 ≤ 0.05). Simultaneously, both variables had a significant effect, contributing 23.1% to mathematics learning outcomes. Learning motivation was found to be the most dominant factor. From the interviews, other factors influencing learning outcomes were identified, including family and school environments, teaching methods, and students’ study habits. The findings imply that teachers should analyse students’ characteristics to design adaptive instruction that optimises learning outcomes
Hubungan kecerdasan emosional dengan kemampuan pemecahan masalah matematis peserta didik di Sekolah Dasar Dhea Puspita Kusmandari; Fitri Aida Sari; Sukriadi Sukriadi; Fara Virgianita Pangadongan; Wa Pain
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28421

Abstract

Mathematical problem-solving skills are an important aspect of mathematics education and are influenced by various factors, including emotional intelligence. This study examined the relationship between emotional intelligence and mathematical problem-solving skills among elementary school students. This study employed a quantitative correlational design. The participants consisted of 26 fifth-grade elementary school students. Data were collected using an emotional intelligence questionnaire and a mathematical problem-solving test, and analyzed using the Spearman rank correlation test. The results showed a positive correlation between emotional intelligence and mathematical problem-solving skills; however, the relationship was not statistically significant. This may be attributed to the small sample size, the relatively homogeneous distribution of test scores, and the uniform learning environment. These findings suggest that emotional intelligence is not the sole factor influencing students' mathematical problem-solving skills. Other contributing factors include cognitive abilities, learning motivation, student engagement, teachers' roles, instructional strategies, and family support
Penerapan model pembelajaran SAVI dalam meningkatkan kemampuan berpikir kritis siswa di sekolah dasar Sefri Setiyamara; Fitri Aida Sari; Fara Virgianita Pangadongan; Sukriadi Sukriadi; Maria Gaudensia Aldince
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28623

Abstract

Critical thinking skills are important competencies that need to be developed, especially at the elementary school level. However, developing these skills remains a challenge in mathematics learning. The purpose of this study is to examine the effect of the SAVI learning model on the development of primary school students' critical thinking skills. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model is an approach that involves physical activity, listening, visual observation, and intellectual engagement in the learning process. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The subjects consisted of two classes: an experimental class treated with the SAVI model and a control class using conventional learning. The instruments were a pretest and a posttest. Data were analyzed using the Shapiro-Wilk normality test, Levene's test for homogeneity, and hypothesis testing. Improvement in students' critical thinking skills was measured using n-Gain to determine improvement categories in each class. The results showed that improvements in students' critical thinking skills in both groups were in the moderate range, with n-Gain scores of 0.68 in the experimental class and 0.70 in the control class. Statistical analysis using the Mann–Whitney test indicated no significant difference between the two groups (p > 0.05), with a very small effect size (r = 0.003). This finding indicates that implementing the SAVI learning model did not yield a greater impact than conventional learning. This result is influenced by several factors, including limited learning time, low student participation, decreased concentration, classroom environment, and students' readiness for higher-order thinking
Pengaruh Model Pembelajaran Teams Games Tournament (TGT) terhadap Minat dan Motivasi Belajar Siswa pada Materi Pengukuran Panjang dan Berat Siti Nahdiyah; Fitri Aida Sari; Fara Virgianita Pangadongan; Sukriadi Sukriadi; Diastin Anis Sugiri
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.5175

Abstract

Pembelajaran matematika yang masih didominasi oleh metode konvensional menyebabkan minat dan motivasi belajar siswa pada materi pengukuran panjang dan berat belum optimal. Penelitian ini bertujuan untuk mengetahui perbedaan minat dan motivasi belajar antara siswa yang menggunakan model Teams Games Tournament (TGT) dan pembelajaran konvensional. Penelitian menggunakan pendekatan kuantitatif dengan desain nonequivalent control group. Sampel terdiri dari 25 siswa kelas eksperimen (III A) dan 25 siswa kelas kontrol (III D) yang dipilih melalui teknik purposive sampling. Instrumen berupa angket minat dan motivasi belajar yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji hipotesis menggunakan Independent Samples t-test pada data minat belajar dan Mann-Whitney U Test pada data motivasi belajar. Hasil penelitian menunjukkan nilai signifikansi minat belajar sebesar 0,411 dan motivasi belajar sebesar 0,322 yang keduanya lebih besar dari 0,05, sehingga tidak terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan model TGT dan pembelajaran konvensional. Ketidaksignifikanan hasil ini dipengaruhi oleh kebaruan model bagi siswa, keterbatasan waktu pembelajaran, perbedaan karakteristik siswa, dan peran guru dalam merancang dan mengelola pembelajaran. Disarankan bagi peneliti selanjutnya untuk menerapkan model pembelajaran TGT dengan durasi perlakuan yang lebih panjang dan pengelolaan pembelajaran yang lebih optimal sesuai karakteristik siswa.
Co-Authors Ardelia Wardana Dhea Puspita Kusmandari Diastin Anis Sugiri Fara Virgianita Pangadongan Maria Donata Mariani Priyambodo Maria Gaudensia Aldince Sefri Setiyamara Siti Nahdiyah Sukriadi Sukriadi Wa Pain