PENGARUH MOTIVASI BELAJAR DAN EFIKASI DIRI TERHADAP PRESTASI BELAJAR MATEMATIKA
DOI:
https://doi.org/10.31100/histogram.v5i2.1229Kata Kunci:
learning motivation, self-efficacy, learning achievement,Abstrak
ABSTRAK
Penelitian ini bertujuan untuk mengetahui pengaruh motivasi belajar dan efikasi diri terhadap prestasi belajar matematika semester ganjil peserta didik kelas VIIÂ SMPN 27 Makassar secara individual dan serentak. Metode yang digunakan yaitu ex post facto dengan paradigma ganda. Teknik pengambilan sampel yaitu cluster sampling dengan jumlah sampel sebanyak 44 peserta didik. Instrumen yang digunakan adalah angket motivasi belajar, angket efikasi diri dan dokumentasi berupa arsip nilai matematika tahun ajaran 2019/2020. Teknik analisis data yang digunakan yaitu statistik deskriptif dan statistik inferensial uji regresi linear berganda. Berdasarkan uji hipotesis secara individual menggunakan uji t-test dengan taraf signifikan =0,05 untuk motivasi belajar diperoleh nilai Sig. 0,036 < 0,05. Untuk efikasi diri diperoleh nilai Sig. 0,00 < 0,05 semua H0 ditolak yang berarti motivasi belajar dan efikasi diri berpengaruh secara individual terhadap prestasi belajar matematika semester ganjil. Berdasarkan uji hipotesis secara serentak menggunakan uji F dengan taraf signifikan = 0,05 diperoleh nilai Sig. 0,00 < 0,05. Dengan demikian motivasi belajar dan efikasi diri berpengaruh secara serentak atau bersama-sama terhadap prestasi belajar matematika semester ganjil peserta didik kelas VII SMPN 27 Makassar.
ABSTRAK
This study aims to determine the effect of learning motivation and self-efficacy on mathematics learning achievement in the odd semester of seventh-grade students of SMPN 27 Makassar individually and simultaneously. The research method used is ex post facto with a dual paradigm design. The sampling technique used was cluster sampling with a total sample of 44 students. The instruments used were a learning motivation questionnaire, a self-efficacy questionnaire, and documentation in the form of an archive of mathematics odd semester grades for the 2019/2020 school year. The data analysis technique used is descriptive statistics and inferential statistics multiple linear regression tests. Based on the individual hypothesis test using a t-test with a significant level = 0.05 for learning motivation, the Sig. 0.036 <0.05. For self-efficacy, the Sig. 0.00 <0.05, all H0 are rejected, which means learning motivation and self-efficacy have an individual effect on mathematics learning achievement in odd semesters. Based on the hypothesis test simultaneously using the F test with a significant level = 0.05, the Sig. 0.00 <0.05. Thus learning motivation and self-efficacy affect simultaneously or together with the mathematics learning achievement of the odd semester students of class VII SMPN 27 Makassar.
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