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All Journal Jurnal Math-UMB.EDU International Journal of Technology and Education Research
Ferryansyah
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of Mathematics Anxiety and Mathematics Self-Efficacy on Mathematics Academic Achievement Hermansyah, Hermansyah; Setia Widia Rahayu; Ferryansyah; Nurfadilla
International Journal of Technology and Education Research Vol. 3 No. 04 (2025): October - December, International Journal of Technology and Education Research
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v3i04.2730

Abstract

The students’ mathematics achievement at SMA Negeri 2 Tarakan remains relatively low, as indicated by the documented results of their daily mathematics tests. This issue can be attributed to several factors, including mathematics anxiety and mathematics self-efficacy. This study examines the influence of mathematics anxiety and self-efficacy on the mathematics achievement of 11th-grade students at SMA Negeri 2 Tarakan, both partially and simultaneously. The research employed a quantitative ex post facto causal model. The sample consisted of 188 students, selected through cluster random sampling, with the sample size determined using the Slovin formula. The research instruments included questionnaires measuring mathematics anxiety and self-efficacy and documenting the students’ mathematics achievement. The collected data were analyzed using descriptive and inferential statistics with the help of Jamovi software. The partial analysis results showed that mathematics anxiety significantly negatively affected students’ mathematics achievement, with the obtained linear regression equation being . Additionally, mathematics self-efficacy significantly positively affected students’ mathematics achievement, with the linier regression equation being . Simultaneously, the analysis revealed that mathematics anxiety and mathematics self-efficacy had a significant combined effect on students’ achievement, accounting for 24.8% of the variance, with the multiple linear regression equation being . Based on the analysis, it can be concluded that both mathematics anxiety and self-efficacy significantly influence students’ mathematics achievement, individually anf collectively.
DEEP LEARNING INTEGRATED IN ACTION LEARNING TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ PROBLEM-SOLVING SKILLS Ferryansyah; R, Nurmala
Jurnal Math-UMB.EDU Vol. 12 No. 3 (2025): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/math-umb.edu.v12i3.10349

Abstract

Kemampuan pemecahan masalah matematika yang rendah pada siswa SMP sering disebabkan oleh proses pembelajaran yang bersifat dangkal dan kurang kontekstual. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran In Action yang terintegrasi dengan Deep Learning terhadap kemampuan pemecahan masalah siswa SMP. Metode penelitian yang digunakan adalah kuasi-eksperimen dengan desain kontrol posttest-only. Populasi penelitian meliputi seluruh siswa kelas VIII di sebuah SMP Negeri, dengan sampel berupa dua kelas yang dipilih melalui teknik cluster random sampling. Instrumen penelitian terdiri dari tes deskriptif kemampuan pemecahan masalah yang disusun berdasarkan indikator Polya. Data dianalisis menggunakan Uji Independent Sample t-test  setelah memenuhi tes prasyarat normalitas dan homogenitas. Hasil menunjukkan perbedaan yang signifikan dalam kemampuan pemecahan masalah antara kelompok eksperimen dan kelompok kontrol (p < 0,05). Rata-rata skor posttest untuk kelas eksperimen (82,45) secara signifikan lebih tinggi daripada kelas kontrol (71,20). Integrasi In Action memberikan pengalaman belajar langsung, sementara Deep Learning memfasilitasi pemahaman konseptual yang mendalam. Studi ini menyimpulkan bahwa pembelajaran In Action yang diintegrasikan dengan Deep Learning efektif dalam meningkatkan kemampuan pemecahan masalah siswa dan dapat menjadi model pembelajaran alternatif yang inovatif di sekolah.
Co-Authors Hermansyah Hermansyah Nurfadilla R, Nurmala Rahayu, Setia Widia