THE INFLUENCE OF SELF CONCEPT, ACHIEVEMENT MOTIVATION, AND LEARNING STYLE TOWARD MATHEMATICS DISPOSITION AND MATHEMATICS LEARNING RESULTS OF GRADE XI STUDENTS AT SMAN IN MAKALE CITY
ABSTRACT: High learning result
in Mathematics is a benchmark of students’ success in Mathematics learning. The
students need positive characters and attractiveness to achieve high learning
results in Mathematics. Moreover, the students need self concept, achievement
motivation, and learning style as well. The research aims at examining the
extent of the influence of self concept, achievement motivation, and learning
style toward mathematics disposition and the students mathematics learning
results in Mathematics of grade XI students at SMAN (public senior high
schools) in Makale city. The research is ex-post facto. The populations of the
research were the students of grade XI at SMAN in Makale city. The samples were
obtained by using cluster proportional random sampling with the total of 171
students. The data collection technique employed self concept questionnaire,
achievement motivation questionnaire, learning style questionnaire, mathematics
disposition questionnaire, and mathematics learning results test. The data of
the research was analyzed by using descriptive and multiple regression
analysis. The results of the research reveal that: (1) most students of grade
XI at SMAN in Makale city have self concept, achievement motivation,
mathematics disposition and mathematics learning results, which is in medium
category and visual learning style; (2) self concept has positive influence
toward mathematics disposition with contribution 28.9% and give no positive
influence toward mathematics learning results with contribution 2.5%.
Achievement motivation has positive influence toward mathematics disposition
with contribution 47.2% and give no positive influence toward mathematics
learning results with contribution 14.9%. There is no influence of learning
style both toward mathematics disposition and mathematics learning results.
Self concept, achievement motivation, and learning style collaboratively explain
approximately 51% of mathematics disposition variation and 2% of mathematics
learning results variation. After the development of discussion, self concept
gives contribution 15% toward mathematics learning results through mathematics
disposition
Penulis: Ersi Cresli
Kode Jurnal: jpmatematikadd160769
