The significant relationship between independent and student’s motivation on online-based mathematics learning

Tetty Natalia Sipayung, Imelda Imelda, Tatag Yuli Eko Siswono, Masriyah Masriyah

Abstract


The purpose of this quantitative research with correlational design is to determine whether there is independent learning with learning motivation in online-based mathematics learning. So, it can support the success of learning process. This study was conducted in the odd semester of the 2021/2022 Academic Year. All seventh-grade students of SMP Santo Yoseph Medan were used as the research population. While the samples of this study were all students of class VII-A who collected 30 people and all students of class VII-B who collected 31 people. In mathematics learning, all students are taught online through the Zoom cloud meeting platform, WhatsApp, and Google Classroom. Sampling was done by purposive sampling technique. The study instruments is a learning independence questionnaire and student learning motivation questionnaire. The results of the questionnaire were analyzed based on product moment correlation data. Data analysis of the research results showed sig. (2-tailed) < 0.05 so that there is a significant relationship between learning independence and students' learning motivation in online-based mathematics learning with a value of 0.433 including the category of moderate correlation.

Keywords


Relationship; Motivation; Independence; Mathematics learning;

Full Text:

PDF

References


Berger, J. L. & Karabenick, S. A. (2011). Motivation and student’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428.

Bernard, M. et. al. (2019). Enhance learning independence and self ability of exceptional children through developing learning media VBA for excel games. Journal of Physics: Conf. Series, 1315, 012037, 1-10.

Finn, B. (2020). Exploring interactions between motivation and cognition to better shape self-regulated learning. Journal of Applied Research in Memory and Cognition, 9(4), 461-467.

Garcia, T., Rodriguez, C., Betts, L., Areces, D., & Gonzalez-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences, 49, 25-31.

Hanin, V. & Van Nieuwenhoven, C. (2016). The influence of motivational and emotional factors in mathematical learning in secondary education. Revue Europeenne de Psychologie Appliquee/European Review of Applied Psychology, 66(3), 127-138.

Huang, C. S. J., Su., A. Y. S., Yang, S. J. H., & Liou, H. H. (2017). A collaborative digital pen learning approach to improving students’ learning achievement and motivation in mathematics courses. Computers & Education, 107, 31-44.

Lapointe, J. M., Legault, F., & Batiste, S. J. (2005). Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43(1-2), 39-54.

Nasrah, A. & Muafiah. (2020). Analisis Motivasi Belajar dan Hasil Belajar Daring Mahasiswa Pada Masa Pandemik Covid-19. Jurnal Riset Pendidikan Dasar, 03(2), 207-213.

Oppermann, E., Vinni-Laakso, J., Juuti, K., Loukomies, A., & Salmela-Aro, K. (2020). Elementary school students’ motivational profiles across finish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations. Contemporary Educational Psychology, 101927.

Rahmatih, A. K., et. al. (2020). Hubungan motivasi dan kemandirian belajar mahasiswa calon guru Sekolah Dasar. Wahana Sekolah Dasar, 28(2), 76-83.

Walter, J. G. & Hart, J. (2009). Understanding the complexities of student motivations in mathematics learning. The Journal of Mathematical Behavior, 28(2-3), 162-170.

Wong, I. H. M. & Wong, T. T. Y. (2021). Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity of feedback. Learning and Individual Differences, 88, 102012.

Van Harsel, M., Hoogerheide, V., Verkoeijen, P. & Van Goog, T. (2019). Effects of different sequences of examples and problems on motivation and learning. Contemporary Educational Psychology, 58, 260-275.

Verschaffel, L., Greer, B., & De Corte, E. (2010). Matematics Learning. International Encyclopedia of Education, 401-406.

Zakelj, A. (2014). Support to pupils with learning difficulties in mathematics. Procedia-Social and Behavioral Sciences, 159, 506-511.




DOI: https://doi.org/10.29103/mjml.v4i2.5608

Article Metrics

 Abstract Views : 564 times
 PDF Downloaded : 179 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Tetty Natalia Sipayung, Imelda Imelda, Tatag Yuli Eko Siswono, Masriyah Masriyah

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


CURRENT INDEXING :

Malikussaleh Journal of Mathematics Learning (MJML) are abstracting & indexing in the following databases:

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTEScUl3v2Etgwe2TfFrBLazt810llmwl9VyyFd2lwnNa88qoHn

Malikussaleh Journal of Mathematics Learning (MJML) also has been listed and archives in the following databases: SHERPA/RoMEO Policy, LOCKSS Archieving System, ULRICHSWEB Proquest, EZB Universitat Reqensburq, Open Science Directory by EBSCO information service and ROAD ISSN.