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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Prima Edukasia El Tarbawi TRIHAYU: Jurnal Pendidikan Ke-SD-an Taman Cendekia : Jurnal Pendidikan Ke-SD-an Wacana Akademika : Majalah Ilmiah Kependidikan Abdimas Dewantara Jurnal Madako Education Yayasan Cita Cendikiawan Al Khwarizmi Jurnal Ilmiah Profesi Guru (JIPG) Indonesian Journal of Learning and Educational Studies
Trio Ardhian
Universitas Sarjanawiyata Tamansiswa
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Korelasi Sikap Belajar Terhadap Hasil Belajar Matematika Sekolah Dasar Azizah, Wafiq; Ardhian, Trio; Muanifah, Mahmudah Titi
Jurnal Ilmiah Profesi Guru (JIPG) Vol 7 No 1 (2026): Volume 7. No 1 Februari 2026
Publisher : Program Studi Pendidikan Profesi Guru, Universitas Sarjanawiyata Tamansiswa Yogyakarta, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/jipg.vol7.no1.a21015

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) sikap belajar siswa terhadap pembelajaran matematika, (2) hasil belajar matematika siswa, dan (3) korelasi antara sikap belajar dengan hasil belajar matematika siswa kelas III SD Negeri Glagah Yogyakarta. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto. Sampel penelitian berjumlah 68 siswa yang diambil secara total sampling. Teknik pengumpulan data menggunakan angket untuk variabel sikap belajar dan dokumentasi nilai PAS untuk variabel hasil belajar. Data dianalisis menggunakan uji normalitas, uji linearitas, dan uji korelasi Pearson Product Moment. Hasil penelitian menunjukkan bahwa sebagian besar siswa memiliki sikap belajar dalam kategori tinggi (75%) dengan rata-rata skor 78,28 dari skor ideal 80. Hasil belajar matematika siswa berada dalam kategori sangat tinggi dengan rata-rata nilai 77,62 dari skor maksimal 100. Hasil uji korelasi menunjukkan nilai koefisien sebesar 0,058 dan signifikansi > 0,05, yang artinya tidak terdapat hubungan yang positif dan signifikan antara sikap belajar dengan hasil belajar matematika siswa kelas III SD Negeri Glagah Yogyakarta. Temuan ini menunjukkan bahwa tingginya sikap belajar belum tentu sejalan dengan pencapaian akademik siswa dalam mata pelajaran matematika. Oleh karena itu, dibutuhkan pendekatan pembelajaran yang tidak hanya membentuk sikap positif, tetapi juga mampu meningkatkan pemahaman konsep dan keterampilan matematika siswa. Correlation of Learning Attitudes Towards Mathematics Learning Outcomes in Elementary School This study aims to determine: (1) students' learning attitudes in mathematics learning, (2) students' mathematics learning outcomes, and (3) the correlation between learning attitudes and mathematics learning outcomes of third-grade students at Glagah Public Elementary School Yogyakarta. This research employed a quantitative approach with an ex post facto method. The sample consisted of 68 students selected through total sampling. Data were collected using questionnaires for the learning attitude variable and documentation of midterm exam scores (PAS) for the learning outcome variable. Data were analyzed using normality tests, linearity tests, and Pearson Product Moment correlation tests. The results showed that most students had a very high level of learning attitude (75%) with an average score of 78.28 out of an ideal score of 80. Students’ mathematics learning outcomes were in the moderate category with an average score of 77.62 out of a maximum score of 100. The correlation test yielded a coefficient of 0.058 with a significance level greater than 0.05, indicating no significant relationship between learning attitudes and mathematics learning outcomes among the third-grade students. These findings suggest that a high learning attitude does not necessarily align with students’ academic performance in mathematics. Therefore, it is essential to implement learning approaches that not only foster positive attitudes but also effectively enhance conceptual understanding and mathematical skills.  
ChatGPT in higher education: Does acceptance lead to self-directed learning? Najib, Khotim Hanifudin; Nofrida, Eka Ridha; Budiarto, Sulistyo; Taryatman, Taryatman; Ardhian, Trio
Jurnal Prima Edukasia Vol. 14 No. 1 (2026): January 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v14i1.87199

Abstract

The rapid development of artificial intelligence (AI) in education has introduced new learning tools, one of which is ChatGPT—a language model capable of supporting academic tasks interactively. However, the effectiveness of such tools in fostering student independence remains under-explored. This study investigates whether students’ acceptance of ChatGPT contributes to their self-directed learning (SDL) in a higher education context. The aim of this study is to examine the relationship between students’ acceptance of ChatGPT—conceptualized through perceived usefulness and perceived ease of use—and their level of SDL, with frequency of use tested as a mediating variable. The scope of the study focuses on undergraduate students who have used ChatGPT in academic settings. This research employed a quantitative approach using a survey method. A total of 242 students from various faculties participated in the study. The data were analyzed through multiple regression and Sobel test to assess both direct and indirect effects within the proposed mediation model. The results showed that acceptance of ChatGPT significantly influenced both the frequency of its usage and students' self-directed learning. Although the direct effect of frequency of use on SDL was not statistically significant, the Sobel test revealed a significant indirect effect, indicating that frequency of use acts as a mediator between acceptance and SDL. In other words, students who perceive ChatGPT as useful and easy to use tend to use it more frequently, and this usage contributes—indirectly and significantly—to the development of self-directed learning behaviors. These findings suggest that integrating AI tools like ChatGPT into higher education requires not only technical access but also fostering positive perceptions and habits of use, to truly enhance student autonomy in learning.
Co-Authors Abdul Rahim Abdul Rahim Ahmad Syauqi Hidayatullah Akbar Al Masjid Amanati, Ifitiah Ari Anselmus Sudirman, Anselmus Ardian Arief Arya Dani, Setyawan Azizah, Wafiq Bestiana Nizhomi Budiarto, Sulistyo Dewi Anggreini, Dewi Eka Ridha Nofrida Elyas Djufri Endah Marwanti, Endah Fatimah, Sri Wahyu Heri Maria Zulfiati Inna Novia Purwaningsih Khotim Hanifudin Najib Kristi Wardani Lestari, Inastuti Mahmudah Titi Muanifah Megawati, Ida Murniati, Ira Nisaa’, Mutiara An Novaria Rahmawati Nur Astuti Okta Praditya, Ginza Sari, Apri Lina Laksita Sari, Sinta Ratna Shanta Rezkita Sherli, Ira Siti Sundari Syarief Fajaruddin Taryatman Taryatman TARYATMAN TARYATMAN Trisniawati Trisniawati Trisniawati Trisniawati Trisniawati Trisniawati, Trisniawati Vijayanti, Ditha Wardhani, Kristi Wulandari, Rena Dwi