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All Journal AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan Matematika AFORE: Jurnal Pendidikan Matematika Journal Focus Action of Research Mathematic (Factor M) Journal on Mathematics Education Research Mathema: Jurnal Pendidikan Matematika
Bill Chairy Rizki Bustaren
Universitas Pendidikan Indonesia
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Pengaruh minat belajar terhadap kemampuan penalaran matematis siswa SMP pada materi lingkaran Arsya Putri Khairunnisa; Fatimah Aqilah Ichtiari; Ibtisamah Laila; Rakhmah Fakhriani; Rinjania Rinjania; Dadang Juandi; Bill Chairy Rizki Bustaren
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.32057

Abstract

This study examines how the learning motivation of junior high school students affects their ability to think mathematically about circles. The quantitative approach used in this study is causal-associative design. A total of 32 grade IX students from an agricultural junior high school in Bandung Regency were selected through purposive sampling techniques. Mathematical reasoning ability tests and learning interest questionnaires were distributed to them. IBM SPSS Statistics 26 was used to perform heteroscedasticity, linearity, and normality tests to analyze data using simple linear regression. The results of this study show that students' mathematical reasoning skills are positively and significantly influenced by their motivation in learning. It is hoped that this research can provide concrete evidence on how interest in learning affects mathematical thinking skills related to circular material. In addition, this research will assist educators in designing teaching methods that can arouse students' curiosity about mathematical reasoning. Future researchers are advised to collect larger samples to analyze more variables.
Relationships and differences in learning outcomes based on self-esteem and learning motivation among eleventh-grade students Ramaniza Adinda Maharani; Bill Chairy Rizki Bustaren; Cici Utami Salamah; Irene Feby Putri; Natasha Dwi Fitria; Mohd Afifi Bahurudin Setambah
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i3.22908

Abstract

This ex post facto quantitative study examined the relationships of self-esteem and learning motivation with students’ mathematics achievement and compared these variables across classes. The sample included all eleventh-grade students from three classes (N = 87) at a private senior high school in Bandung, Indonesia. Data were collected via adapted questionnaires based on Rosenberg’s global self-esteem theory and Uno’s learning motivation theory (content validity confirmed through expert review, with Cronbach’s alpha coefficients of  = .850 and .628, respectively), while achievement was represented by students’ midterm examination and daily test scores. Spearman’s rho analysis conducted in Google Colab revealed significant but weak positive correlations between achievement and both self-esteem ( = .280, p = .009) and motivation ( = .377, p < .001). The weak coefficients indicate that these affective variables explain only a small share of the variation in achievement. Furthermore, the Kruskal-Wallis test showed significant differences across classes; Class XI.4 consistently exhibited the lowest academic and affective scores. Theoretically, the findings therefore offer only limited confirmation of the assumed link between affective characteristics and mathematics achievement. Practically, teachers should consider classroom-level psychological profiles when designing adaptive, differentiated mathematics instruction. This study contributes by demonstrating that class-level affective profiling can reveal meaningful psychological heterogeneity that may be obscured by cohort-level analysis, thereby providing a more context-sensitive basis for differentiated mathematics instruction.
Co-Authors Aprillian Joanita Rachman Arsya Putri Khairunnisa Cici Utami Salamah Dadang Juandi Darhim Darhim Eka Firmansyah Encum Sumiaty, Encum Fatimah Aqilah Ichtiari Fitri Rahmawati Ibtisamah Laila Irene Feby Putri Jay Fie Paler Luzano Jay Fie Paler Luzano Kartika Yulianti Lina Nurhayati Lintang Junia Pratiwi Mohd Afifi Bahurudin Setambah Nanang Priatna Natasha Dwi Fitria Nurmala Setianing Putri Nurmala Setianing Putri Rakhmah Fakhriani Ramaniza Adinda Maharani Rinjania Rinjania Shafara Nasywa Akbar Talitha Diva Sadina Ulfa, Nadia Ulfah Nur Azizah Vania Rahmawati Dewi Yaya Sukjaya Kusumah Yusuf Adhitya Yusuf Adhitya