Correlation Study: Self-Concept and Mathematical Disposition on Learning Outcomes of Elementary School Students

JOINME (Journal of Insan Mulia Education) Pub Date : 2023-04-30 DOI:10.59923/joinme.v1i1.6

Studi Korelasi, Konsep Diri, D. Matematika, Hasil Belajar, Siswa Sekolah, Dasar Mawardin, A. A. Adiansha, Anita Nurgufriani

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引用次数: 3

Abstract

The purpose of this study was to determine the correlation of self-concept and mathematical disposition to student learning outcomes, with a total of 153 students. This study uses a survey method with correlation techniques. The research subjects were at Fourth Grade Public Elementary School in Langgudu District, Bima Regency. The results showed that (1) there was a positive relationship between self-concept and student learning outcomes with a correlation coefficient of 0.492 and a determination contribution of 24.2%. (2) There is a positive relationship between mathematical disposition and student learning outcomes with a correlation coefficient of 0.405 with a determination contribution of 16.4%. (3) There is a positive relationship between self-concept and mathematical disposition along with student learning outcomes with a correlation coefficient of 0.579 with a determination contribution of 33.5%. Based on the results of this study it can be concluded that student learning outcomes are related to self-concept and mathematical disposition.

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自我概念与数学倾向对小学生学习成果的相关研究

本研究以153名学生为研究对象，探讨自我概念、数学倾向对学生学习成绩的影响。本研究采用相关技术的调查方法。研究对象为毕玛县朗古都区公立小学四年级学生。结果表明:(1)自我概念与学生学习成绩呈正相关，相关系数为0.492，决定贡献度为24.2%。(2)数学倾向与学生学习成绩呈正相关，相关系数为0.405，决定贡献度为16.4%。(3)自我概念与数学倾向及学生学习成绩呈正相关，相关系数为0.579，决定贡献度为33.5%。本研究结果表明，学生的学习成绩与自我概念和数学倾向有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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JOINME (Journal of Insan Mulia Education)

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