Konsep Diri dan Disposisi Matematis: Bagaimana Hubungan Terhadap Hasil Belajar Siswa Sekolah Dasar?
DOI:
https://doi.org/10.37630/bijee.v1i2.1219Keywords:
self-concept, mathematical disposition, learning outcomesAbstract
The research objective was to determine the relationship between self-concept and learning outcomes, determine the relationship between mathematical dispositions and learning outcomes, and determine the relationship between self-concept and mathematical disposition on learning outcomes. The study used a survey method with correlation techniques for fourth-grade students. The results showed that 1) there was a positive relationship between self-concept and learning outcomes; 2) there is a positive relationship between mathematical dispositions and student learning outcomes, and 3) there is a positive relationship between self-concept and mathematical dispositions on learning outcomes. Thus, the study results can be concluded that the learning outcomes of elementary school students have a positive relationship between self-concept and mathematical disposition
References
Ajmal, M., & Rafique, M. (2018). Relationship between academic self-concept and academic achievement of distance learners. Pakistan Journal of Distance and Online Learning, 4(2), 225–244.
Almerino, Jr., P. M., Etcuban, J. O., De Jose, C. G., & Almerino, J. G. F. (2019). Students’ Affective Belief as the Component in Mathematical Disposition. International Electronic Journal of Mathematics Education, 14(3), 475–487. https://doi.org/10.29333/iejme/5750
Cruz, J. M., Wilson, A. T., & Wang, X. (2019). Connections between pre-service teachers’ mathematical dispositions and self-efficacy for teaching mathematics. International Journal of Research in Education and Science, 5(2), 400–420.
Deringöl, Y. (2018). Mathematics Attitudes and Academic Self-Concepts of Gifted and Talented Students. Acta Didactica Napocensia, 11(2), 79–88. https://doi.org/10.24193/adn.11.2.7
Dina, Z. H., Ikhsan, M., & Hajidin, H. (2019). The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(1), 11–22. https://doi.org/10.23917/jramathedu.v4i1.6824
Handayani, S. D. (2016). Pengaruh Konsep Diri dan Kecemasan Siswa Terhadap Pemahaman Konsep Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1), 23–34. https://doi.org/10.30998/formatif.v6i1.749
Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The effect of mathematical disposition on mathematical power formation: Review of dispositional mental functions. International Journal of Instruction, 12(1), 343–356. https://doi.org/10.29333/iji.2019.12123a
Nopriana, T. (2015). FIBONACCI Jurnal Pendidikan Matematika & Matematika. FIBONACCI Jurnal Pendidikan Matematika & Matematika, 1(2), 80–94. https://doi.org/https://doi.org/10.24853/fbc.1.2.80-94
OECD. (2019). PISA 2018 Results. Combined Executive Summaries VOLUME I, II & III. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Rafianti, I., Iskandar, K., & Haniyah, L. (2020). Pembelajaran Search, Solve, Create and Share (SSCS) untuk Meningkatkan Pemahaman Konsep dan Disposisi Matematis Siswa. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 4(1), 97. https://doi.org/10.31331/medivesveteran.v4i1.980
Reski, N., Taufik, & Ifdil. (2017). Konsep diri dan kedisiplinan belajar siswa. Jurnal Educatio: Jurnal Pendidikan Indonesia, 3(2), 85–91.
Riski Juniarti1, N. K., Margunayasa, I. G., & Kusmariyatni, N. (2020). Hubungan Antara Pola Asuh Orang Tua dan Konsep Diri dengan Kompetensi Pengetahuan Matematika Siswa. Jurnal Ilmiah Sekolah Dasar, 4(1), 17. https://doi.org/10.23887/jisd.v4i1.24273
Schleicher, A. (2019). PISA 2018 Insights and Interpretations. Japanese Journal of Anesthesiology, 24(1), 12–17.
Situmorang, A. G., Sipayung, R., Simarmata, E. J., & Silaban, P. J. (2020). Hubungan Antara Konsep Diri dengan Hasil Belajar Siswa pada Siswa Sekolah Dasar. Jurnal Basicedu, 4(4), 1358–1362. https://doi.org/10.31004/basicedu.v4i4.547
Tarusu, D. T., Zulela, Z., & Adiansha, A. A. (2020). Integrasi Pembentukan Nilai Karakter Kemandirian Siswa Sekolah Dasar dalam Pembelajaran Matematika di Era Industri 4.0. Jurnal Ilmiah Mandala Education, 6(2), 170–175. https://doi.org/http://dx.doi.org/10.36312/jime.v6i2.1165
Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core model on improving mathematical communication and connection, analysis of students’ mathematical disposition. International Journal of Instruction, 12(4), 639–654. https://doi.org/10.29333/iji.2019.12441a
Ajmal, M., & Rafique, M. (2018). Relationship between academic self-concept and academic achievement of distance learners. Pakistan Journal of Distance and Online Learning, 4(2), 225–244.
Almerino, Jr., P. M., Etcuban, J. O., De Jose, C. G., & Almerino, J. G. F. (2019). Students’ Affective Belief as the Component in Mathematical Disposition. International Electronic Journal of Mathematics Education, 14(3), 475–487. https://doi.org/10.29333/iejme/5750
Cruz, J. M., Wilson, A. T., & Wang, X. (2019). Connections between pre-service teachers’ mathematical dispositions and self-efficacy for teaching mathematics. International Journal of Research in Education and Science, 5(2), 400–420.
Deringöl, Y. (2018). Mathematics Attitudes and Academic Self-Concepts of Gifted and Talented Students. Acta Didactica Napocensia, 11(2), 79–88. https://doi.org/10.24193/adn.11.2.7
Dina, Z. H., Ikhsan, M., & Hajidin, H. (2019). The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(1), 11–22. https://doi.org/10.23917/jramathedu.v4i1.6824
Handayani, S. D. (2016). Pengaruh Konsep Diri dan Kecemasan Siswa Terhadap Pemahaman Konsep Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1), 23–34. https://doi.org/10.30998/formatif.v6i1.749
Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The effect of mathematical disposition on mathematical power formation: Review of dispositional mental functions. International Journal of Instruction, 12(1), 343–356. https://doi.org/10.29333/iji.2019.12123a
Nopriana, T. (2015). FIBONACCI Jurnal Pendidikan Matematika & Matematika. FIBONACCI Jurnal Pendidikan Matematika & Matematika, 1(2), 80–94. https://doi.org/https://doi.org/10.24853/fbc.1.2.80-94
OECD. (2019). PISA 2018 Results. Combined Executive Summaries VOLUME I, II & III. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Rafianti, I., Iskandar, K., & Haniyah, L. (2020). Pembelajaran Search, Solve, Create and Share (SSCS) untuk Meningkatkan Pemahaman Konsep dan Disposisi Matematis Siswa. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 4(1), 97. https://doi.org/10.31331/medivesveteran.v4i1.980
Reski, N., Taufik, & Ifdil. (2017). Konsep diri dan kedisiplinan belajar siswa. Jurnal Educatio: Jurnal Pendidikan Indonesia, 3(2), 85–91.
Riski Juniarti1, N. K., Margunayasa, I. G., & Kusmariyatni, N. (2020). Hubungan Antara Pola Asuh Orang Tua dan Konsep Diri dengan Kompetensi Pengetahuan Matematika Siswa. Jurnal Ilmiah Sekolah Dasar, 4(1), 17. https://doi.org/10.23887/jisd.v4i1.24273
Schleicher, A. (2019). PISA 2018 Insights and Interpretations. Japanese Journal of Anesthesiology, 24(1), 12–17.
Situmorang, A. G., Sipayung, R., Simarmata, E. J., & Silaban, P. J. (2020). Hubungan Antara Konsep Diri dengan Hasil Belajar Siswa pada Siswa Sekolah Dasar. Jurnal Basicedu, 4(4), 1358–1362. https://doi.org/10.31004/basicedu.v4i4.547
Tarusu, D. T., Zulela, Z., & Adiansha, A. A. (2020). Integrasi Pembentukan Nilai Karakter Kemandirian Siswa Sekolah Dasar dalam Pembelajaran Matematika di Era Industri 4.0. Jurnal Ilmiah Mandala Education, 6(2), 170–175. https://doi.org/http://dx.doi.org/10.36312/jime.v6i2.1165
Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core model on improving mathematical communication and connection, analysis of students’ mathematical disposition. International Journal of Instruction, 12(4), 639–654. https://doi.org/10.29333/iji.2019.12441a
Almerino, Jr., P. M., Etcuban, J. O., De Jose, C. G., & Almerino, J. G. F. (2019). Students’ Affective Belief as the Component in Mathematical Disposition. International Electronic Journal of Mathematics Education, 14(3), 475–487. https://doi.org/10.29333/iejme/5750
Cruz, J. M., Wilson, A. T., & Wang, X. (2019). Connections between pre-service teachers’ mathematical dispositions and self-efficacy for teaching mathematics. International Journal of Research in Education and Science, 5(2), 400–420.
Deringöl, Y. (2018). Mathematics Attitudes and Academic Self-Concepts of Gifted and Talented Students. Acta Didactica Napocensia, 11(2), 79–88. https://doi.org/10.24193/adn.11.2.7
Dina, Z. H., Ikhsan, M., & Hajidin, H. (2019). The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(1), 11–22. https://doi.org/10.23917/jramathedu.v4i1.6824
Handayani, S. D. (2016). Pengaruh Konsep Diri dan Kecemasan Siswa Terhadap Pemahaman Konsep Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1), 23–34. https://doi.org/10.30998/formatif.v6i1.749
Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The effect of mathematical disposition on mathematical power formation: Review of dispositional mental functions. International Journal of Instruction, 12(1), 343–356. https://doi.org/10.29333/iji.2019.12123a
Nopriana, T. (2015). FIBONACCI Jurnal Pendidikan Matematika & Matematika. FIBONACCI Jurnal Pendidikan Matematika & Matematika, 1(2), 80–94. https://doi.org/https://doi.org/10.24853/fbc.1.2.80-94
OECD. (2019). PISA 2018 Results. Combined Executive Summaries VOLUME I, II & III. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Rafianti, I., Iskandar, K., & Haniyah, L. (2020). Pembelajaran Search, Solve, Create and Share (SSCS) untuk Meningkatkan Pemahaman Konsep dan Disposisi Matematis Siswa. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 4(1), 97. https://doi.org/10.31331/medivesveteran.v4i1.980
Reski, N., Taufik, & Ifdil. (2017). Konsep diri dan kedisiplinan belajar siswa. Jurnal Educatio: Jurnal Pendidikan Indonesia, 3(2), 85–91.
Riski Juniarti1, N. K., Margunayasa, I. G., & Kusmariyatni, N. (2020). Hubungan Antara Pola Asuh Orang Tua dan Konsep Diri dengan Kompetensi Pengetahuan Matematika Siswa. Jurnal Ilmiah Sekolah Dasar, 4(1), 17. https://doi.org/10.23887/jisd.v4i1.24273
Schleicher, A. (2019). PISA 2018 Insights and Interpretations. Japanese Journal of Anesthesiology, 24(1), 12–17.
Situmorang, A. G., Sipayung, R., Simarmata, E. J., & Silaban, P. J. (2020). Hubungan Antara Konsep Diri dengan Hasil Belajar Siswa pada Siswa Sekolah Dasar. Jurnal Basicedu, 4(4), 1358–1362. https://doi.org/10.31004/basicedu.v4i4.547
Tarusu, D. T., Zulela, Z., & Adiansha, A. A. (2020). Integrasi Pembentukan Nilai Karakter Kemandirian Siswa Sekolah Dasar dalam Pembelajaran Matematika di Era Industri 4.0. Jurnal Ilmiah Mandala Education, 6(2), 170–175. https://doi.org/http://dx.doi.org/10.36312/jime.v6i2.1165
Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core model on improving mathematical communication and connection, analysis of students’ mathematical disposition. International Journal of Instruction, 12(4), 639–654. https://doi.org/10.29333/iji.2019.12441a
Ajmal, M., & Rafique, M. (2018). Relationship between academic self-concept and academic achievement of distance learners. Pakistan Journal of Distance and Online Learning, 4(2), 225–244.
Almerino, Jr., P. M., Etcuban, J. O., De Jose, C. G., & Almerino, J. G. F. (2019). Students’ Affective Belief as the Component in Mathematical Disposition. International Electronic Journal of Mathematics Education, 14(3), 475–487. https://doi.org/10.29333/iejme/5750
Cruz, J. M., Wilson, A. T., & Wang, X. (2019). Connections between pre-service teachers’ mathematical dispositions and self-efficacy for teaching mathematics. International Journal of Research in Education and Science, 5(2), 400–420.
Deringöl, Y. (2018). Mathematics Attitudes and Academic Self-Concepts of Gifted and Talented Students. Acta Didactica Napocensia, 11(2), 79–88. https://doi.org/10.24193/adn.11.2.7
Dina, Z. H., Ikhsan, M., & Hajidin, H. (2019). The Improvement of Communication and Mathematical Disposition Abilities through Discovery Learning Model in Junior High School. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 4(1), 11–22. https://doi.org/10.23917/jramathedu.v4i1.6824
Handayani, S. D. (2016). Pengaruh Konsep Diri dan Kecemasan Siswa Terhadap Pemahaman Konsep Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(1), 23–34. https://doi.org/10.30998/formatif.v6i1.749
Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The effect of mathematical disposition on mathematical power formation: Review of dispositional mental functions. International Journal of Instruction, 12(1), 343–356. https://doi.org/10.29333/iji.2019.12123a
Nopriana, T. (2015). FIBONACCI Jurnal Pendidikan Matematika & Matematika. FIBONACCI Jurnal Pendidikan Matematika & Matematika, 1(2), 80–94. https://doi.org/https://doi.org/10.24853/fbc.1.2.80-94
OECD. (2019). PISA 2018 Results. Combined Executive Summaries VOLUME I, II & III. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Rafianti, I., Iskandar, K., & Haniyah, L. (2020). Pembelajaran Search, Solve, Create and Share (SSCS) untuk Meningkatkan Pemahaman Konsep dan Disposisi Matematis Siswa. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 4(1), 97. https://doi.org/10.31331/medivesveteran.v4i1.980
Reski, N., Taufik, & Ifdil. (2017). Konsep diri dan kedisiplinan belajar siswa. Jurnal Educatio: Jurnal Pendidikan Indonesia, 3(2), 85–91.
Riski Juniarti1, N. K., Margunayasa, I. G., & Kusmariyatni, N. (2020). Hubungan Antara Pola Asuh Orang Tua dan Konsep Diri dengan Kompetensi Pengetahuan Matematika Siswa. Jurnal Ilmiah Sekolah Dasar, 4(1), 17. https://doi.org/10.23887/jisd.v4i1.24273
Schleicher, A. (2019). PISA 2018 Insights and Interpretations. Japanese Journal of Anesthesiology, 24(1), 12–17.
Situmorang, A. G., Sipayung, R., Simarmata, E. J., & Silaban, P. J. (2020). Hubungan Antara Konsep Diri dengan Hasil Belajar Siswa pada Siswa Sekolah Dasar. Jurnal Basicedu, 4(4), 1358–1362. https://doi.org/10.31004/basicedu.v4i4.547
Tarusu, D. T., Zulela, Z., & Adiansha, A. A. (2020). Integrasi Pembentukan Nilai Karakter Kemandirian Siswa Sekolah Dasar dalam Pembelajaran Matematika di Era Industri 4.0. Jurnal Ilmiah Mandala Education, 6(2), 170–175. https://doi.org/http://dx.doi.org/10.36312/jime.v6i2.1165
Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core model on improving mathematical communication and connection, analysis of students’ mathematical disposition. International Journal of Instruction, 12(4), 639–654. https://doi.org/10.29333/iji.2019.12441a
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2023-10-26
How to Cite
Fridolin Vrosansen Borolla, Sumarah Suryaningrum, & Hediaty La Sitiman. (2023). Konsep Diri dan Disposisi Matematis: Bagaimana Hubungan Terhadap Hasil Belajar Siswa Sekolah Dasar?. Bima Journal of Elementary Education, 1(2), 66–71. https://doi.org/10.37630/bijee.v1i2.1219
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