Meta-Analisis Hubungan Motivasi Belajar dan Hasil Belajar Matematika Siswa di Indonesia
Keywords:
learning motivation; learning outcomes; math, student
Abstract
Learning motivation is an essential element for a student in learning mathematics. Mathematics learning achievement is closely related to learning motivation. This study analyzes the relationship between the two variables using a meta-analysis design. Meta-analysis was carried out using the help of the JASP computer program, while data searches used Harzing’s Publih or Perish that was indexing by Google Scholar. The data analyzed as a sample were 11 studies at the elementary, junior high, and high school levels. Based on the results of data analysis, it was found that the effect sizes of the 11 studies analyzed varied. The results of this study found that the correlation coefficient rE was 0.452 with a p-value <0.001 at the 95% confidence level. While the results of the analysis of moderator variables at the school level and study period respectively, obtained p-value = 0.008 with Qb = 9.641 and 0.036 with Qb = 4.441. Based on the results of the data analysis, this study concluded that there was a significant positive relationship between learning motivation and students' mathematics learning outcomes in Indonesia. The relationship differed significantly between school levels and between publication period. The research findings have implications for the need for serious attention from teachers, principals, parents of students, and related parties to always maintain and continue to arouse students' learning motivation in learning mathematics. on increasing student motivation.
References
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Meidiastuti, R.A. (2014). Hubungan Antara Motivasi Belajar dan Kepercayaan Diri dengan Hasil Belajar Matematika Siswa Kelas VII SMP Negeri 3 Suruh. Undergraduate thesis, Universitas Katolik Widya Satya Wacana Salatiga
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Rahmawati, I., & Utami, A.B., (2015). Korelasi Antara Motivasi Belajar dan Hasil Belajar Pembelajaran Tematik Integratif Siswa Kelas IV SD Negeri 1 Sambi Boyolali. Malih Pedas, 5(2)
Reynolds, A. J. (1991). The middle schooling process: Influences on science and mathematics achievement from the longitudinal study of American youth. Adolescence. 26(101), 133–158.
Ryan, R. M. (1998). Commentary: Human psychological needs and the issues of volition, control, and outcome focus. In J. Heckhausen, & C. S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 114–133). New York, NY: Cambridge University Press
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
Shores, M. L., & Shannon, D. M. (2007). The effects of self-regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225–236. Retrieved from http://ssmj.tamu.edu
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80–90. doi:10.1016/j. lindif.2008.05.004
Supandi, A. (2015). Hubungan Antara Motivasi Berprestasi dan Locus of Control Dengan Prestasi Belajar Siswa Kelas X SMAN 1 Kandat. Skripsi IAIN Kediri
Syamsinar. (2016). Pengaruh Kemandirian Belajar Dan Motivasi Berprestasi Terhadap Hasil Belajar Matematika Siswa SMA PGRI Sungguminasa Kabupaten Gowa. Undergraduate (S1) thesis, UIN Alauddin Makassar.
Widyastuti, H. (2016). Hubungan Antara Motivasi Belajar Dan Self Concept Dengan Hasil Belajar Matematika Siswa Kelas X SMA N 1 Boyolali. Undergraduate thesis, Universitas Katolik Widya Satya Wacana Salatiga
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
Wigfield, A., & Eccles, J. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield, & J. Eccles (Eds.), Development of achievement motivation (pp. 92–120). New York, NY: Academic Press.
Woolley, M. E., Strutchens, M. E., Gilbert, M. C., & Martin, W. (2010). Mathematics success of black middle school students: Direct and indirect effects of teacher expectations and reform practices. Negro Educational Review, 61(1–4), 41–59. Retrieved from http://oma. osu. edu/vice_provost/ner/index.html
Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools. International Journal of Educational Research, 79, 31-41. https://doi.org/10.1016/j.ijer.2016.06.004
Ahmed, W., Minnaert, A., Van der Werf, G., & Kuyper, H. (2010). Perceived social support and early adolescents' achievement: The mediational roles of motivational beliefs and emotions. Journal of Youth and Adolescence, 39(1), 36–46. doi:10.1007/s10964-008-9367-7
Attard, C., Ingram, N., Forgasz, H., Leder, G., & Grootenboer, P. (2016). Mathematics education and the affective domain. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, & K. Fry (Eds.), Research in Mathematics Education in Australia 2012-2015. Singapore: Springer. https://doi.org/10.1007/978-981-10-1419-2_5
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Cleary, T. J., & Chen, P. P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47(5), 291–314. doi:10.1016/j.jsp.2009.04.002
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Eklöf, H. (2010). Skill and will: Test-taking motivation and assessment quality. Assessment in Education: Principles, Policy and Practice, 17 (4), 345–356.
Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519–533.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3–13.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. H., & Guerin, D. W. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31(4), 317–327.
Gustin, F. (2018). Hubungan Motivasi Belajar Dengan Hasil Belajar Matematika Siswa Kelas VII SMP Negeri 4 Siak Hulu. Thesis, Universitas Islam Riau.
Hakim, A.R., Sulistiawati, & Arifin, S. (2018). Hubungan antara kecerdasan emosional dan motivasi belajar dengan prestasi belajar matematika siswa SMP. Teorema: Teori dan Riset Matematika, 3(2), 165-176
Harina. (2013). Korelasi antara Motivasi Belajar dengan Hasil Belajar Matematika Siswa Kelas VIII SMPN 1 Pitumpanua Kab. Wajo. Undergraduate (S1) Thesis, Universitas Islam Negeri Alauddin Makassar:
Hattie, J. A. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon, UK: Routledge.
Herges, R.M., Duffield, S, Martin, W. & Wageman, J. 2017). Motivation and achievement of middle school mathematics students. The Mathematics Educator, 26(1), 83-106.
Hermawati, Y. (2018). Kontribusi fasilitas studi rumah, pembelajaran motivasi dan pendidikan orang tua pada hasil belajar siswa matematika sekolah menengah. Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan, 6(2), 187-194
Hooper, M., Mullis, I. V. S., Martin, M. O., & Fishbein, B. (2017). TIMSS 2019 context questionnaire framework. In I. V. S. Mullis, & M. O. Martin (Eds.), TIMSS 2019 assessment frameworks (pp. 57–78). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from: http://timssandpirls.bc.edu/timss2019/frameworks/.
Irfan, N. (2018). Hubungan motivasi belajar dan lingkungan belajar terhadap prestasi belajar matematika. EKUIVALEN-Pendidikan Matematika,31(1), 48-53
Kpolovie, P. J. (2012). Education reforms without evaluation designs: Nigeria at risk. Owerri: Springfield Publishers Ltd.
Kumalawati, V.E.F. (2015). Hubungan antara motivasi belajar dan prestasi belajar matematika siswa dalam pembelajaran reasoning and problem solving. Undergraduate thesis, Universitas Katolik Widya Mandala Madiun: Madiun
Lim, S. Y., & Chapman, E. (2015b). Identifying affective domains that correlate and predict mathematics performance in high-performing students in Singapore. Educational Psychology. 35(6), 747-764. https://doi.org/10.1080/01443410.2013.860221
Meidiastuti, R.A. (2014). Hubungan Antara Motivasi Belajar dan Kepercayaan Diri dengan Hasil Belajar Matematika Siswa Kelas VII SMP Negeri 3 Suruh. Undergraduate thesis, Universitas Katolik Widya Satya Wacana Salatiga
Mercier, H., & Sperber, D. (2017). The enigma of reason. Harvard Cambridge, Massachussetts: University Press. https://doi.org/10.4159/9780674977860
Rahmawati, I., & Utami, A.B., (2015). Korelasi Antara Motivasi Belajar dan Hasil Belajar Pembelajaran Tematik Integratif Siswa Kelas IV SD Negeri 1 Sambi Boyolali. Malih Pedas, 5(2)
Reynolds, A. J. (1991). The middle schooling process: Influences on science and mathematics achievement from the longitudinal study of American youth. Adolescence. 26(101), 133–158.
Ryan, R. M. (1998). Commentary: Human psychological needs and the issues of volition, control, and outcome focus. In J. Heckhausen, & C. S. Dweck (Eds.), Motivation and self-regulation across the life span (pp. 114–133). New York, NY: Cambridge University Press
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
Shores, M. L., & Shannon, D. M. (2007). The effects of self-regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225–236. Retrieved from http://ssmj.tamu.edu
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80–90. doi:10.1016/j. lindif.2008.05.004
Supandi, A. (2015). Hubungan Antara Motivasi Berprestasi dan Locus of Control Dengan Prestasi Belajar Siswa Kelas X SMAN 1 Kandat. Skripsi IAIN Kediri
Syamsinar. (2016). Pengaruh Kemandirian Belajar Dan Motivasi Berprestasi Terhadap Hasil Belajar Matematika Siswa SMA PGRI Sungguminasa Kabupaten Gowa. Undergraduate (S1) thesis, UIN Alauddin Makassar.
Widyastuti, H. (2016). Hubungan Antara Motivasi Belajar Dan Self Concept Dengan Hasil Belajar Matematika Siswa Kelas X SMA N 1 Boyolali. Undergraduate thesis, Universitas Katolik Widya Satya Wacana Salatiga
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
Wigfield, A., & Eccles, J. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield, & J. Eccles (Eds.), Development of achievement motivation (pp. 92–120). New York, NY: Academic Press.
Woolley, M. E., Strutchens, M. E., Gilbert, M. C., & Martin, W. (2010). Mathematics success of black middle school students: Direct and indirect effects of teacher expectations and reform practices. Negro Educational Review, 61(1–4), 41–59. Retrieved from http://oma. osu. edu/vice_provost/ner/index.html
Published
2019-08-30
How to Cite
Samritin, S. (2019). Meta-Analisis Hubungan Motivasi Belajar dan Hasil Belajar Matematika Siswa di Indonesia, 1(4), 605-616. https://doi.org/10.31004/joe.v1i4.2458
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Articles
Copyright (c) 2019 Samritin
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