Winanci Luhinar, Nursiwi Nugreheni

Pengaruh motivasi belajar, efikasi diri, dan kecemasan Matematika terhadap kemampuan pemecahan masalah Matematika

Introduction

Pengaruh motivasi belajar, efikasi diri, dan kecemasan matematika terhadap kemampuan pemecahan masalah matematika. Telusuri pengaruh motivasi belajar, efikasi diri, dan kecemasan Matematika pada kemampuan pemecahan masalah Matematika siswa SD. Studi kuantitatif ini menemukan korelasi signifikan.

Abstract

Berdasarkan data pra penelitian melalui wawancara, angket dan tes diketahui motivasi belajar rendah, efikasi diri rendah, siswa mengalami kecemasan matematika dan kemampuan pemecahan masalah matematika siswa kurang optimal. Penelitian ini bertujuan untuk menguji pengaruh motivasi belajar, efikasi diri, dan kecemasan matematika terhadap kemampuan pemecahan masalah matematika. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasi. Populasi pada peneltian ini adalah siswa kelas V SD Gugus Teuku Umar Kecamatan Taman Kabupaten Pemalang yang berjumlah 188 siswa. Teknik pengambilan sampel menggunakan proportionate stratified random sampling. Teknik pengumpulan data menggunakan angket, wawancara, tes, dan dokumentasi. Uji coba instrumen dengan perhitungan uji validitas, reliabilitas, daya pembeda dan indeks kesukaran. Uji prasyarat analisis dengan uji normalitas, linieritas, multikolonieritas, heterokedastisitas, dan autokorelasi. Teknik analisis data dengan analisis statistik deskriptif, analisis korelasi sederhana, analisis korelasi ganda, analisis regresi sederhana, uji signifikansi dan uji determinasi. Hasil penelitian menunjukkan terdapat pengaruh yang signifikan antara motivasi belajar, efikasi diri dan kecemasan matematika secara bersama-sama terhadap kemampuan pemecahan masalah matematika dengan nilai koefisien korelasi sebesar 0,782 dalam kriteria kuat serta berkontribusi sebesar 61,1%. Simpulan dari penelitian ini yaitu terdapat pengaruh antara motivasi belajar, efikasi diri dan kecemasan matematika terhadap kemampuan pemecahan masalah matematika

Review

The paper titled "Pengaruh motivasi belajar, efikasi diri, dan kecemasan Matematika terhadap kemampuan pemecahan masalah Matematika" addresses a highly relevant and empirically identified issue within educational psychology, particularly concerning mathematics education. The abstract clearly articulates a pre-existing problem of low learning motivation, self-efficacy, high mathematics anxiety, and suboptimal mathematical problem-solving abilities among students, based on preliminary data. The study's objective to examine the influence of these psychological factors on problem-solving skills is well-defined. The chosen quantitative correlational approach, coupled with a robust sampling technique (proportionate stratified random sampling) from a clearly defined population, suggests a methodologically sound design for investigating these relationships, making a valuable contribution to understanding educational challenges. The methodological rigor extends to the detailed instrument validation processes, including tests for validity, reliability, discrimination power, and difficulty index, which speaks to a strong commitment to data quality. Furthermore, the extensive prerequisite analyses for statistical tests (normality, linearity, multicollinearity, heteroscedasticity, and autocorrelation) demonstrate meticulous planning and execution to ensure the appropriateness of the chosen statistical models. The array of statistical analyses employed, from descriptive statistics to multiple correlation and regression, is comprehensive and suitable for the research questions. The finding of a significant combined influence of learning motivation, self-efficacy, and mathematics anxiety on mathematical problem-solving ability, with a strong correlation coefficient of 0.782 and explaining 61.1% of the variance, presents a substantial and compelling result. In conclusion, this research provides significant insights into the intricate interplay between affective and cognitive factors in mathematics education. The strong statistical evidence presented in the abstract underscores the importance of considering students' motivation, self-efficacy, and anxiety when aiming to improve their mathematical problem-solving capabilities. The findings have direct practical implications for educators and curriculum developers, suggesting that interventions targeting these psychological dimensions could lead to tangible improvements in student performance. Future research could build upon these correlational findings by exploring causal relationships through experimental or quasi-experimental designs, or by investigating potential mediating or moderating variables that could further elucidate these complex dynamics and inform more targeted educational strategies.

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