PENGARUH KEPERCAYAAN SISWA PADA MATEMATIKATERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA

AMINULLAH AMINULLAH

Abstract


This study aims to describe the effect of student confidence in mathematics on critical thinking skills and student learning outcomes. This research is a quasi-experimental study, the sample in this study is X class students majoring in hotel accommodation as many as 30 students. Retrieval of data using questionnaire and test instruments. The results of this study indicate that the average student confidence in mathematics is 58.06 with a standard deviation of 3.65. While the ability to think critically and student learning outcomes obtained an average of 56.94 with a standard deviation of 9.63. The influence of students' trust in mathematics on critical thinking skills and student learning outcomes have a positive effect shown by F arithmetic (4,485) ≥ F table (4.18) or the significance number in ANOVA 0.043 ≤ 0.05. The magnitude of the effect of students' trust in mathematics on critical thinking skills and student learning outcomes of 13.4%. The regression equation obtained by Y ̂ = 0.866 + 0.966X + ϵ. This means that if the value of students' trust in mathematics is 1 unit, the value of the predicted variable will increase by 0.966. The higher the student's confidence in mathematics, the ability to think critically and student learning outcomes will also increase.

Keywords


trust in mathematics, critical thinking skills

Full Text:

PDF

References


Eynde, P., De Corte, E., & Verschaffel, L. (2002).Framing student’s mathematics-related beliefs: a quest for conceptual clarity and a comprehensive categorization.Dalam Leder, G.C., Pehkonen, W., &Torner, G. (Eds.), Beliefs; A Hidden Variable in Mathematics Education?(pp.13-37). London: Kluwer Academics Publisher.

Goldin, G., Rösken, B., & Törner, G. (2009). Beliefs – no longer a hidden variable in mathematical teaching and learning processes. Dalam Jürgen Maaß & Wolfgang Schlöglmann (Eds), Beliefs and Attitudes in Mathematics Education (pp.1-18). Rotterdam, The Netherlands: Sense Publishers.

Gómez-Chacón, I. M., García-Madruga, J. A., Rodríguez, R., Vila, J. Ó., & Elosúa, M. R. (2011). Mathematical beliefs and cognitive reflection: Do they predict academic chievement?. Proceedings of the MAVI-17 Conference, Ruhr-Universität Bochum, Germany, 64-73.

Kerkman, Dennis D. & Johnson, Andrew T. (2014). Challenging multiple-choicequestions to engage critical thinking. InSight: A Journal of ScholarlyTeaching, 9, 92-97.

Malmivuori, Marja-Liisa. (1994). Study on affective factors in mathematics learning. Proceedings of the Nordic Conference on Mathematics Teaching (NORMA-94), Lahti, 127-131.

Mutodi, Paul & Ngirande, Hlanganipai. (2014). The influence of students` perceptions on mathematics performance: A case of a selected high school in South Africa. Mediterranean Journal of Social Sciences, 5(3), 431-445.

Nitko, A. J. & Brookhart, S. M. (2011). Educational assesment of students 6th edition. USA: Pearson Education, Inc.

Samanci, Nilay Keskin. (2015). A study on the link between moral judgmentcompetences and critical thinking skills. International Journal ofEnvironmental & Science Education, 10(2), 135-143. Doi:10.12973/ijese.2015.236a.

Snyder L. G. & Snyder, M. J. (2008).Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, 50(2), 90-99.

Suthar, V., Tarmizi, R. A., Midi, H., & Adam, M. B. (2010). Students’ beliefs onmathematics and achievement of university students: Logistics regressionanalysis. Procedia Social and Behavioral Sciences, 8, 525–531.




DOI: https://doi.org/10.35327/gara.v14i1.138

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 GANEC SWARA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

____________________________________________
GANEC SWARA

ISSN 1978-0125 (print) | 2615-8116(online)
Published by UNMAS Mataram | Email: Aminullahmtk@gmail.com

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

View My Stats