Correlation Between Learning Motivation and Problem-Solving Ability Based on Gender

Authors

  • Irham Habibi Harahap Universitas Muslim Nusantara Al Washliyah, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v13i3.1127

Keywords:

Learning Motivation, Problem Solving Ability, Gender

Abstract

The purpose of this study is to determine the relationship between students' motivation to learn and their mathematical problem-solving abilities based on their gender. This study employs a quantitative method with a correlation survey approach to assess students' motivation and mathematical problem-solving abilities. It involves 73 students from Madrasah Tsanawiyah. The data analysis technique used in this study was the product-moment correlation test, which yielded a value of 0.001 for sig.(2-tailed). Means 0.001 <0.05, Ha is accepted, and H0 is rejected based on male students. The value of sig. (2-tailed) is 0.003, meaning 0.003 <0.05, Ha is accepted, and H0 is rejected based on female students. And the value of sig.(2-tailed) is 0.000, meaning 0.000 <0.05 then Ha is accepted, and H0 is rejected. There is a significant positive correlation between learning motivation and mathematical problem-solving with a correlation coefficient value of 0.435 then the level of correlation between variables is a moderate correlation. The coefficient of determination test is (0.435)2 x 100% = 18.92%. This means that only 18.92% of the contribution of the independent variable, namely learning motivation, to the dependent variable, is the student's mathematics learning outcomes and other things influence 81.08%.

References

Acharya, B. R. (2017). Factors affecting difficulties in learning mathematics by mathematics learners. International Journal of Elementary Education, 6(2), 8-15.

Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366.

Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In Building autonomous learners (pp. 9-29). Springer, Singapore.

Gattuso, L., & Ottaviani, M. G. (2011). Complementing mathematical thinking and statistical thinking in school mathematics. In Teaching statistics in school mathematics-Challenges for teaching and teacher education (pp. 121-132). Springer, Dordrecht.

Hudha, M. N., & Batlolona, J. R. (2017). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 691-697.

Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and instruction, 35, 94-103.

Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: Measurement and implications for motivation. In Beliefs: A hidden variable in mathematics education? (pp. 247-269). Springer, Dordrecht.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: effects on instructional quality and student development. Journal of educational psychology, 105(3), 805.

Liou, P. Y., Wang, C. L., Lin, J. J., & Areepattamannil, S. (2021). Assessing students’ motivational beliefs about learning science across grade level and gender. The Journal of Experimental Education, 89(4), 605-624.

Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude towards learning mathematics.

Ojose, B. (2011). Mathematics literacy: Are we able to put the mathematics we learn into everyday use. Journal of mathematics education, 4(1), 89-100.

Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’ Achievement in Learning English. JELITA, 1(2), 56-64.

Remillard, J. T. (2011). Modes of engagement: Understanding teachers’ transactions with mathematics curriculum resources. In from text to'lived'resources (pp. 105-122). Springer, Dordrecht.

Riswanto, A., & Aryani, S. (2017). Learning motivation and student achievement: description analysis and correlations both. The International Journal of Counseling and Education, 2(1), 42-47.

Retnawati, H., Djidu, H., Kartianom, A., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215.

Roza, N., Arnawa, I., & Yerizon, Y. (2018). Practicality of mathematics learning tools based on discovery learning for topic sequence and series. International Journal of Scientific dan technology Research, 7(5), 236-241.

Simamora, R. E., & Saragih, S. (2019). Improving Students' Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education, 14(1), 61-72.

Sagala, R., Umam, R., Thahir, A., Saregar, A., & Wardani, I. (2019). The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding. European Journal of Educational Research, 8(3), 753-761.

Downloads

Published

2021-12-31

How to Cite

Harahap, I. H. (2021). Correlation Between Learning Motivation and Problem-Solving Ability Based on Gender. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2810–2816. https://doi.org/10.35445/alishlah.v13i3.1127

Issue

Vol. 13 No. 3 (2021): AL-ISHLAH: Jurnal Pendidikan

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.