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All Journal International Journal of Advanced Technology and Social Sciences (IJATSS) EduInovasi: Journal of Basic Educational Studies
Uki Suhendar
Program Studi Pendidikan Matematika, Universitas Muhammadiyah Ponorogo
Religion Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences Other

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Analysis of Student Mathematical Resilience in Pure Mathematics-Based Courses Arta Ekayanti; Uki Suhendar; Erika Eka Santi
International Journal of Advanced Technology and Social Sciences Vol. 1 No. 4 (2023): December 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijatss.v1i4.966

Abstract

Mathematical resilience is a person's ability to handle difficulties in solving problems related to mathematical concepts. The purpose of this study is to analyze students' mathematical resilience in pure mathematics-based courses. This research is a quantitative qualitative research, with students of the Mathematics Education Study Program at Muhammadiyah University of Ponorogo who have and/or are taking pure mathematics-based courses in the odd semester of the 2022/2023 Academic Year as the research subject. Mathematical resilience’s data was taken by using a questionnaire instrument. The results of the study show that classically the majority of students have moderate category of mathematical resilience. If viewed from each indicator, the results of the study show that in indicators 1, 2, 5 and 6 the majority of students have medium category resilience. While indicators 3, 4, 7 and 8, the majority of students are in the high category. In indicator 9, the number of students with high category mathematical resilience is the same as the number of students with moderate category of mathematical resilience
Pengaruh Motivasi Belajar Siswa terhadap Hasil Belajar Mata Pelajaran Matematika Siswa Kelas VII MTs Muhammadiyah 2 Jenangan Putri Aisa Nur Fajar; Uki Suhendar; Dwi Avita Nurhidayah
EduInovasi:  Journal of Basic Educational Studies Vol. 6 No. 1 (2026): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v6i1.10037

Abstract

Education and learning are two concepts that are closely related to individual development. Education provides a framework and environment that allows learning to occur effectively, with a curriculum that supports learning methods according to student needs. In MTs Muhammadiyah 2 Jenangan, mathematics is often considered difficult by students, so high motivation is needed during the learning process. Lack of motivation can negatively impact academic achievement. Teachers are required to create a fun and effective learning atmosphere, as well as encourage students' curiosity about the material taught. Based on this, the researcher conducted research with a quantitative method. This study aims to analyze the influence of learning motivation on the learning outcomes of grade VII students at MTs Muhammadiyah 2 Jenangan. This study uses a quantitative method with the distribution of questionnaires to 75 students as the variables of learning motivation (X) and learning outcomes (Y) to determine the final exam scores of even semesters of mathematics lessons. The data were analyzed using simple linear regression with the help of SPSS version 27. The results showed that there was a significant positive influence between learning motivation and student learning outcomes, with the regression equation Y = -74.432 + 1.849X. The regression coefficient value of 1.849 shows that each increase in learning motivation will increase learning outcomes by 1.849 points. The significance test showed a t-count value of 13.751 ≥ a t-table of 1.665, which indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Overall, learning motivation contributed 72.1% to student learning outcomes, while the remaining 27.9% was influenced by other variables that were not studied.  
Co-Authors Arta Ekayanti Dwi Avita Nurhidayah Erika Eka Santi Putri Aisa Nur Fajar