THE INFLUENCE OF LEARNING CONCENTRATION THAT REFLECTS DISCIPLINED CHARACTER ON MATHEMATICS LEARNING OUTCOMES AT SMAN 1 GONDANG
DOI:
https://doi.org/10.14421/skijier.2025.https://doi.org/10.14421/skijier.2025.92.04Keywords:
Learning Concentration, Disciplined Character, Mathematics Learning OutcomesAbstract
This study investigates the influence of learning concentration, as an indicator of disciplined character, on mathematics learning outcomes among Grade X students at SMA Negeri 1 Gondang. Employing a quantitative research design, data were collected from 108 students using validated and reliable self-report questionnaires measuring learning concentration and mathematics learning achievement. Descriptive statistics, assumption testing, and simple linear regression analysis were conducted using statistical software to examine the magnitude and significance of the relationship between variables. The results showed that the level of concentration and learning outcomes were in the high category, with a very strong relationship between the two variables (R = 0.885) and a contribution of 78.2% (R² = 0.782). The F test and the t-test showed a significant influence (p < 0.05), with the regression equation Ŷ = 33.627 + 0.822X. Overall, this study confirms that increasing learning concentration is one of the factors that increase student learning outcomes in mathematics lessons. The study highlights important implications for mathematics education practice, particularly the need for instructional strategies and classroom environments that intentionally foster concentration and self-regulation. However, the research is limited to a single school context and relies on a simple regression model, which may not capture the influence of other relevant factors. Future studies are recommended to involve more diverse samples, longitudinal approaches, and multivariate analyses to further explore the complex determinants of mathematics learning outcomes.
Downloads
References
Abukasim, S M, H Sutrisno, and E Rohaeti. “Comparison of Cognitive Achievement Model: Teacher Learning Character and Student Learning Character with School Climate Moderation, PLSPredick Approach.” Frontiers in Education 10 (2025). https://doi.org/10.3389/feduc.2025.1570760.
Almo, A, M Amaral, M Rocha, A Brennan, and P Dondio. “The Influence of Social Competition and Maths Anxiety on Game Performance.” In Proceedings of the European Conference on Games-Based Learning, edited by K Kilsa and R V Basaiawmoit, 18:54–62. Technological University Dublin, Dublin, Leinster, Ireland: Dechema e.V., 2024. https://doi.org/10.34190/ecgbl.18.1.2680.
Blackmon, J R. “Navigating Cultural Diversity in International School Leadership: Strategies for Effective Curriculum Design and Implementation,” 421–58. LISD, United States: IGI Global, 2024. https://doi.org/10.4018/979-8-3373-0867-8.ch013.
Bulkani, B, A Riadin, N Ni’mah, and M A Setiawan. “Impact of Holistic Learning Models on Character Development: A Systematic Review.” Obrazovanie i Nauka 27, no. 5 (2025): 111–41. https://doi.org/10.17853/1994-5639-2025-5-111-141.
Gladstone, J R, N L Schroeder, S Heidig, S Zhang, C Palaguachi, and M Pitera. “Do Pedagogical Agents Enhance Student Motivation? Unraveling the Evidence Through Meta-Analysis.” Educational Psychology Review 37, no. 3 (2025). https://doi.org/10.1007/s10648-025-10050-2.
Ilhami, M, S Amanah, R Rahmawati, n. Priyanto, A Kumalasari, E Kurniati, S Hayati, and D S Nusantara. “THE INFLUENCE OF SCIENTIFIC ATTITUDE, ACTIVE LEARNING, AND FRIENDLY CHARACTER ON SCIENCE LEARNING OUTCOMES IN JUNIOR HIGH SCHOOL STUDENTS.” Jurnal Ilmiah Ilmu Terapan Universitas Jambi 9, no. 1 (2025): 1–14. https://doi.org/10.22437/jiituj.v9i1.41809.
Jankowsky, K, N Belobrajdic, D Weziak–Bialowolska, P Bialowolski, and R E McGrath. “Character Strengths as Universal Predictors of Health? Using Machine Learning to Examine the Predictive Validity of Character Strengths across Cultures.” Journal of Positive Psychology, 2025. https://doi.org/10.1080/17439760.2025.2587057.
Krašna, M, and S Gartner. “The Effects of AI Services to the Educational Processes - Survey Analysis.” edited by S Babic, Z Car, M Cicin-Sain, D Cisic, P Ergovic, T G Grbac, V Gradisnik, et al., 496–501. Univerza v Mariboru, Faculty of Arts, Maribor, Slovenia: Institute of Electrical and Electronics Engineers Inc., 2024. https://doi.org/10.1109/MIPRO60963.2024.10569387.
Li, D.-J., W.-C. Wang, F.H.-C. Chou, S.-T. Hsu, K.-Y. Hsieh, G.-G. Lin, P.-J. Wu, C.-L. Liu, H.-C. Wu, and J.-J. Huang. “Associations Between Psychosocial Influence, Positive Thinking, and Vaccine Attitudes in Patients with Schizophrenia During the COVID-19 Pandemic.” Psychology Research and Behavior Management 18 (2025): 1307–18. https://doi.org/10.2147/PRBM.S516814.
Liang, F, Y Liu, F He, L Feng, Z Wang, and X Bai. “Visual complexity effect in Chinese incidental word learning: Evidence from number of strokes and word length.” Acta Psychologica Sinica 56, no. 12 (2024): 1734–50. https://doi.org/10.3724/SP.J.1041.2024.01734.
Loon, M Van, and L Laninga-Wijnen. “A Short-Term Longitudinal Study Linking Adolescents’ Metacognition, Learning, and Social Friendship Networks.” Journal of Research on Adolescence 35, no. 3 (2025). https://doi.org/10.1111/jora.70072.
Maryani, I, N Irsalinda, P H Jaya, H H Sukma, and A Raman. “Understanding Student Engagement: An Examination of the Moderation Effect of Professional Teachers’ Competence.” Journal of Education and Learning 19, no. 1 (2025): 14–23. https://doi.org/10.11591/edulearn.v19i1.21455.
Merliana, N P E, I M O Widyantara, N.M.A.E.D. Wirastuti, K O Saputra, and D B Setyohadi. “Gamification Project-Based E-Learning in Character Education: A Study in Senior High School.” International Journal on Informatics Visualization 9, no. 5 (2025): 2240–50. https://doi.org/10.62527/joiv.9.5.4033.
Misnah, M, B Arafah, n. Bahri, S Usman, and B Ratu. “Lore Lindu Culture-Based Education Learning Development for Elementary School Students.” International Journal of Learning, Teaching and Educational Research 23, no. 6 (2024): 620–39. https://doi.org/10.26803/ijlter.23.6.29.
Pesovski, I, R Santos, R Henriques, and V Trajkovik. “Generative AI for Customizable Learning Experiences.” Sustainability (Switzerland) 16, no. 7 (2024). https://doi.org/10.3390/su16073034.
Polak, A, P Gradišek, and B M Marentič Požarnik. “WHAT SHOULD THE TEACHER OF THE FUTURE BE LIKE? A CONTRIBUTION TO CRITICAL REFLECTION ON THE REFORM OF SLOVENIAN EDUCATION.” Sodobna Pedagogika/Journal of Contemporary Educational Studies 75, no. 1 (2024): 49–68. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85193542052&partnerID=40&md5=69e593697ecbe7f5589ea54d7a6074fe.
Rahayu, Suci Nur, Umi Farihah, and Andi Suhardi. “Actualization of Religious Education And Science in Educating the Character of Learners in Schools and Madrasahs.” Islamic Management: Jurnal Manajemen Pendidikan Islam 8, no. 01 (2025): 149–60.
Souders, T, J Stefaniak, J Baaki, and T Dice. “The Effect of Emotive Case Construction on Knowledge Acquisition and Ethical Sense-Making.” Journal of Computing in Higher Education 37, no. 1 (2025): 1–29. https://doi.org/10.1007/s12528-023-09383-0.
Usman, T. “Exploring Islamic-Oriented Cooperative Learning through Faith-Driven Collaboration in among University Students in Islamic Education Courses.” International Journal of Learning, Teaching and Educational Research 24, no. 9 (2025): 922–39. https://doi.org/10.26803/ijlter.24.9.44.
Vatamaniuk, H, I Hazina, T Dutkevych, N Panchuk, I Lebid, and O Dutko. “The Role of Interactive Methods in Preparing Preschool Children for Studying at the New Ukrainian School.” International Electronic Journal of Elementary Education 17, no. 1 (2024): 103–14. https://doi.org/10.26822/iejee.2024.366.
Zhao, H, Z Zhang, and S Heng. “Grit and College Students’ Learning Engagement: Serial Mediating Effects of Mastery Goal Orientation and Cognitive Flexibility.” Current Psychology 43, no. 8 (2024): 7437–50. https://doi.org/10.1007/s12144-023-04904-7.
