{"title":"自定义学习、数学焦虑、数学教师的社会支持和同龄人对中学生“X”泗水数学成绩的影响","authors":"Wuryaning Hendri Hastuti, N. H. Yoenanto","doi":"10.14421/JPSI.V6I2.1524","DOIUrl":null,"url":null,"abstract":"This study aims to see the influence of internal factors (self-regulated learning andmathematics anxiety) and external factors (mathematics teacher social support and peersocial support) on mathematics learning achievement. This study uses a quantitative approachinvolving 169 students in junior high school students using purposive sampling technique. Theresults of the study concluded that there was an effect of self-regulated learning, mathematicsanxiety, mathematics teacher social support, and peer social support simultaneously onmathematics learning achievement by 13.2%. The results of the t test showed that the variablesof self-regulated learning and peer social support partially did not significantly influencemathematics learning achievement, in contrast to mathematics anxiety and mathematicsteacher social support which partially had a significant effect on mathematics learningachievement. Penelitian ini bertujuan untuk melihat adamya pengaruh faktor internal (selfregulatedlearning dan kecemasan terhadap matematika) serta faktor eksternal (dukungansosial guru matematika dan dukungan sosial teman sebaya) pada prestasi belajar matematika.Penelitian ini menggunakan pendekatan kuantitatif dengan melibatkan 169 siswa pada siswasekolah menengah pertama dengan menggunakan teknik purposive sampling. Hasil penelitianmenyimpulkan ada pengaruh self-regulated learning, kecemasan matematika, dukungan sosialguru matematika, dan dukungan sosial teman sebaya secara simultan terhadap prestasi belajarmatematika sebesar 13.2%. Hasil uji t menunjukkan variabel self-regulated learning dandukungan sosial teman sebaya secara parsial tidak berpengaruh secara signifikan terhadapprestasi belajar matematika, berbeda dengan kecemasan matematika dan dukungan sosial gurumatematika yang secara parsial berpengaruh signifikan terhadap prestasi belajar matematika.","PeriodicalId":33050,"journal":{"name":"Jurnal Psikologi Integratif","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Pengaruh Self-Regulated Learning, Kecemasan Matematika, Dukungan Sosial Guru Matematika, dan Dukungan Sosial Teman Sebaya terhadap Prestasi Belajar Matematika Siswa SMP Negeri “X” Surabaya\",\"authors\":\"Wuryaning Hendri Hastuti, N. H. 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引用次数: 3
摘要
本研究旨在观察内部因素(自我调节学习和数学焦虑)和外部因素(数学教师社会支持和同伴社会支持)对数学学习成绩的影响。本研究采用定量方法，采用有目的抽样方法，对169名初中生进行调查。研究结果表明，自我调节学习、数学焦虑、数学教师社会支持和同伴社会支持同时对数学学习成绩有13.2%的影响。t检验结果显示，自我调节学习和同伴社会支持对数学学习成绩的影响不显著，而数学焦虑和数学教师社会支持对数学学习成绩有部分显著影响。Penelitian ini bertujuan untuk melihat adamya pengaruh factor for internal (self - regulatedlearning，自我调节学习)、serta factor for eksternal (dukungan social guru matematika, dukungan social teman sebaya)、pada prestasi belajar matematika。Penelitian ini menggunakan pendekatan kuantitatif dengan melibatkan, 1999 .四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，四川，Hasil penelitianmeni pulpulkan ada pengarka self-regulated learning, keecemasan matmatatika, dukungan sosialguru matmatatika, dan dukungan social teman sebaya secara simulhadap prestasi belajarmatatika sebeska, 13.2%。韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚，韩志刚。
Pengaruh Self-Regulated Learning, Kecemasan Matematika, Dukungan Sosial Guru Matematika, dan Dukungan Sosial Teman Sebaya terhadap Prestasi Belajar Matematika Siswa SMP Negeri “X” Surabaya
This study aims to see the influence of internal factors (self-regulated learning andmathematics anxiety) and external factors (mathematics teacher social support and peersocial support) on mathematics learning achievement. This study uses a quantitative approachinvolving 169 students in junior high school students using purposive sampling technique. Theresults of the study concluded that there was an effect of self-regulated learning, mathematicsanxiety, mathematics teacher social support, and peer social support simultaneously onmathematics learning achievement by 13.2%. The results of the t test showed that the variablesof self-regulated learning and peer social support partially did not significantly influencemathematics learning achievement, in contrast to mathematics anxiety and mathematicsteacher social support which partially had a significant effect on mathematics learningachievement. Penelitian ini bertujuan untuk melihat adamya pengaruh faktor internal (selfregulatedlearning dan kecemasan terhadap matematika) serta faktor eksternal (dukungansosial guru matematika dan dukungan sosial teman sebaya) pada prestasi belajar matematika.Penelitian ini menggunakan pendekatan kuantitatif dengan melibatkan 169 siswa pada siswasekolah menengah pertama dengan menggunakan teknik purposive sampling. Hasil penelitianmenyimpulkan ada pengaruh self-regulated learning, kecemasan matematika, dukungan sosialguru matematika, dan dukungan sosial teman sebaya secara simultan terhadap prestasi belajarmatematika sebesar 13.2%. Hasil uji t menunjukkan variabel self-regulated learning dandukungan sosial teman sebaya secara parsial tidak berpengaruh secara signifikan terhadapprestasi belajar matematika, berbeda dengan kecemasan matematika dan dukungan sosial gurumatematika yang secara parsial berpengaruh signifikan terhadap prestasi belajar matematika.
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