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All Journal Interdiciplinary Journal of Education
Abdul Aziz
Hamzanwadi University
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Correlation Between Math Anxiety Level and Numeracy Skills of Fifth-Grade Students Deanita Maghfira; Muhammad Husni; Abdul Aziz
IJE : Interdisciplinary Journal of Education Vol. 2 No. 3 (2024): November, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v2i3.150

Abstract

This study aims to determine the correlation of math anxiety to numeracy skills. The sample in this study was one class, namely class V at 5 Elementary School Selong with a total of 27 people. The research design used is correlational with quantitative research type. The results of the validity and reliability tests stated that there were 17 valid and highly reliable math anxiety questionnaire statement items and there were 20 valid and reliable numeracy test items. To analyze the data, researchers used the Person Product Moment correlation which previously conducted a normality test manually with the help of excel using the Saphiro Wilk formula. Based on data analysis, the calculation of the variable relationship is -0.40. This means that math anxiety with numeracy skills is a negative correlation. Based on the interpretation of the correlation coefficient, the relationship between the two variables is in the moderate category. The amount of contribution of math anxiety variables to numeracy skills is 16% and 84% is determined by other variables. After that, the significance test is carried out with the T-test, then seen from the hypothesis testing criteria, namely obtained tcount = -2.17 while ttable (5%) = 2.06. From the calculation results, it can be seen that the result of tcount = -2.17 < ttable = -2.06. This shows that H0 is rejected and H1 is accepted. So it is concluded that "there is a significant correlation between math anxiety level and students' numeracy skills"
Correlation of The Application of Teaching At The Right Level (Tarl) With Students' Basic Literacy Outcomes Noviandi Saputra; Aswasulasikin Aswasulasikin; Abdul Aziz; Yuniar Lestarini
IJE : Interdisciplinary Journal of Education Vol. 2 No. 3 (2024): November, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v2i3.152

Abstract

This study aims to identify the correlation between the implementation of the TaRL (Teaching at the Right Level) approach and the improvement of grade I students' basic literacy learning outcomes. Using a quantitative correlational method, the study involved 25 students grouped into four ability levels: Special Intervention, Basic, Proficient and Advanced. The test results showed that 17 students were at the Special Intervention level, 1 student at the Basic level, 7 students at the Advanced level and none at the Proficient level. Meanwhile, to get data on learning outcomes, students were given multiple choice questions to measure their abilities. Data analysis using the Pearson Product Moment test showed a correlation value of 0.812, which is higher than the critical value of 0.396 at the 5% significance level. This indicates a very strong correlation between the application of TaRL and the improvement of basic literacy learning outcomes based on correlation interpretation. Thus, the null hypothesis (H0: no correlation) is rejected, and the alternative hypothesis (H1 : correlation) is accepted. In conclusion, the application of the TaRL approach is positively related to the improvement of students' basic literacy learning outcomes, demonstrating the effectiveness of this approach in literacy learning.
Co-Authors Aswasulasikin Aswasulasikin Deanita Maghfira Muhammad Husni Noviandi Saputra Yuniar Lestarini