PENGARUH SELF-REGULATED LEARNING, KECEMASAN MATEMATIKA, DUKUNGAN SOSIAL GURU MATEMATIKA, DAN DUKUNGAN SOSIAL TEMAN SEBAYA TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SMP NEGERI “X” SURABAYA
DOI:
https://doi.org/10.14421/jpsi.v6i2.1524Keywords:
Mathematics learning achievement, self-regulated learning, math anxiety, mathematics teacher social support, peer social supportAbstract
This study aims to see the influence of internal factors (self-regulated learning and
mathematics anxiety) and external factors (mathematics teacher social support and peer
social support) on mathematics learning achievement. This study uses a quantitative approach
involving 169 students in junior high school students using purposive sampling technique. The
results of the study concluded that there was an effect of self-regulated learning, mathematics
anxiety, mathematics teacher social support, and peer social support simultaneously on
mathematics learning achievement by 13.2%. The results of the t test showed that the variables
of self-regulated learning and peer social support partially did not significantly influence
mathematics learning achievement, in contrast to mathematics anxiety and mathematics
teacher social support which partially had a significant effect on mathematics learning
achievement.
Penelitian ini bertujuan untuk melihat adamya pengaruh faktor internal (selfregulated
learning dan kecemasan terhadap matematika) serta faktor eksternal (dukungan
sosial guru matematika dan dukungan sosial teman sebaya) pada prestasi belajar matematika.
Penelitian ini menggunakan pendekatan kuantitatif dengan melibatkan 169 siswa pada siswa
sekolah menengah pertama dengan menggunakan teknik purposive sampling. Hasil penelitian
menyimpulkan ada pengaruh self-regulated learning, kecemasan matematika, dukungan sosial
guru matematika, dan dukungan sosial teman sebaya secara simultan terhadap prestasi belajar
matematika sebesar 13.2%. Hasil uji t menunjukkan variabel self-regulated learning dan
dukungan sosial teman sebaya secara parsial tidak berpengaruh secara signifikan terhadap
prestasi belajar matematika, berbeda dengan kecemasan matematika dan dukungan sosial guru
matematika yang secara parsial berpengaruh signifikan terhadap prestasi belajar matematika.
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