Interaction between mathematical disposition and independent learning in distance learning success: An ex post facto study

Imam Kusmaryono, Nuhyal Ulia, Mohamad Aminudin

Abstract


This study uses an ex post facto design with the aim of knowing the interaction between the independent variables (mathematical disposition and learning independence) as a determinant of the dependent variable (learning outcomes). The sample of this study was 32 elementary school students. The data was taken through a questionnaire method and a written test. Data analysis through two-way ANOVA test with interaction factors. The results showed that was an interaction between the independent variables (mathematical disposition and learning independence) on the dependent variable (learning outcomes) with a significance level of 0.05. So it can be concluded that the interaction between mathematical disposition and learning independence is a determining factor in the mathematics learning outcomes of elementary school students in distance learning.

Keywords


Interaction; Mathematical disposition; Learning independence; Ex post facto design

Full Text:

PDF

References


Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of covid-19 to indonesian education and its relation to the philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9

Adi, M., Siregar, P., & Lisma, E. (2019). The effect of disposition student mathematics learning achievement in medan state 28 junior high school. Journal of Community Service and Research, 3(1), 22–27.

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

Aslam, M., & Albassam, M. (2020). Presenting post hoc multiple comparison tests under neutrosophic statistics. Journal of King Saud University - Science, 32(6), 2728–2732. https://doi.org/10.1016/j.jksus.2020.06.008

Bada, & Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education Ver. I, 5(6), 66–70. https://doi.org/10.9790/7388-05616670

Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487–500.

Berengolts, A., & Lindenbaum, M. (2008). On the distribution of z score. Iranian Journal of Science & Technolespect to mathematics. International Journal of Business and Social Science, 2(16), 20–33.ogy, 32(1), 1–9. https://doi.org/10.1109/cvpr.2004.1315211

Beyers, J. (2011). Development and evaluation of an instrument to assess prospective teachers ’ dispositions with r

Cheng, Y. S. (2012). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001

Colita, M. S., & Genuba, R. L. (2019). School climate and mathematical disposition of grade 10 students. International Journal of Trends in Mathematics Education Research, 2(4), 173–178.

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367

Cresswell, C., & Speelman, C. P. (2020). Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from students to professors. PLoS ONE, 15(7), 1–21. https://doi.org/10.1371/journal.pone.0236153

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Driscoll, P., & Lecky, F. (2001). An introduction to estimation - 2: From z to t. Emergency Medicine Journal, 18(1), 65–70. https://doi.org/10.1136/emj.18.1.65

Facione, P. A. (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic, 20(1), 61–84. https://doi.org/10.22329/il.v20i1.2254

Fadiana, M., Yulaikah, Y., & Kusumawati, D. (2021). The development of semiotic based contextual mathematics learning videos to support learning from home. AL-ISHLAH: Jurnal Pendidikan, 13(1), 21–30. https://doi.org/10.35445/alishlah.v13i1.372

Feldhaus, C. A. (2014). How Pre Service Elementary School Teachers’ Mathematical Dispositions are Influenced by School Mathematics. American International Journal of Contemporary Research, 4(6), 91–97.

Graven, M. (2016). Strengthening maths learning dispositions through ‘math clubs.’ South African Journal of Childhood Education, 5(3), 1–7. https://doi.org/10.4102/sajce.v5i3.342

Karlina, Intan, S., & Astuti, S. (2021). Efektivitas pembelajaran luring dan daring terhadap hasil belajar tematik siswa di sekolah dasar. Jurnal Ilmu Pendidikan, 3(4), 1717–1723. https://doi.org/10.31004/edukatif.v3i4.642

Kim, H.-Y. (2014). Statistical notes for clinical researchers: Two-way analysis of variance (ANOVA)-exploring possible interaction between factors. Restorative Dentistry & Endodontics, 39(2), 143. https://doi.org/10.5395/rde.2014.39.2.143

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). https://doi.org/10.29333/iji.2019.12123a

Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021a). A systematic literature review on the effectiveness of distance learning: Problems, opportunities, challenges, and predictions. International Journal of Education, 14(1), 62–69. https://doi.org/10.17509/ije.v14i1.29191

Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021b). Construction of students’ mathematical knowledge in the zone of proximal development and zone of potential construction. European Journal of Educational Research, 10(1), 341–351. https://doi.org/10.12973/eu-jer.10.1.341

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/https://doi.org/10.29333/iji.2019.12123a

Lee, S., & Lee, D. K. (2018). What is the proper way to apply the multiple comparison test? Korean Journal of Anesthesiology, 71(5), 353–360. https://doi.org/10.4097/kja.d.18.00242

Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2017). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741–770. https://doi.org/10.12973/eurasia.2017.00641a

Mata, M. de L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors. Child Development Research, 2012(8), 1–10. https://doi.org/10.1155/2012/876028

Merz, A. (2009). Teaching for mathematical dispositions as well as for understanding: The difference between reacting to and advocating for dispositional Learning. The Journal of Educational Thought, 43(1), 65–79.

Moh Ghoizi, E., M.V., R., Soedjarwo, S., & Ivan, K. (2021). The effect of learning motivation on learning independence and learning outcomes of students in the package C equivalence program. IJORER : International Journal of Recent Educational Research, 2(4), 455–467. https://doi.org/10.46245/ijorer.v2i4.122

Mulyono, D. (2017). The influence of learning model and learning independence on mathematics learning outcomes by controlling students ’ early ability. International Electronic Journal of Mathematics Education, 12(3), 689–708.

NCTM. (1989). NCTM Evaluation Standard 10: Mathematical Disposition. NCTM.

Riyanti, G. A., & Marwoto, P. (2019). Enhancing independence and learning motivation by using youtube. Physics Communication, 1(1), 86–93. https://doi.org/10.15294/physcomm.v0i0.20629

Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(1), 1–11. https://doi.org/10.1186/s40594-020-00246-z

Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., & Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88(102983), 1–9. https://doi.org/10.1016/j.tate.2019.102983

Satyawan, I. M., Wahjoedi, W., & Swadesi, I. K. I. (2021). The effectiveness of online learning through Undiksha e-learning during the covid-19 pandemic. Journal of Education Technology, 5(2), 191. https://doi.org/10.23887/jet.v5i2.32364

Sehic, S. (2017). College-level second language courses and creative thinking skills : An ex post facto study. The Journal of Language Teaching and Learning, 7(1), 119–142.

Sharma, S. (2019). Experimental and Ex Post Facto Designs. In Horizon University: Vol. May (pp. 1–17). Horizon University.

Supriyanto, A., Mardiyana, & Subanti, S. (2014). Karakteristik Berpikir Matematis Siswa SMP Majelis Tafsir Al- Qur ’ an ( MTA ) Gemolong dalam Memecahkan Masalah Matematika pada Materi Sistem Persamaan Linear Dua Variabel ( Spldv ) Ditinjau dari Kemampuan Penalaran Siswa dan Gender. Jurnal Elektronik Pembelajaran Matematika, 2(10), 1056–1068.

Thomson, S., & Pampaka, M. (2020). Exploring associations with mathematics dispositions: a novel perspective combining measurement and set-theoretic analytical approaches. International Journal of Research and Method in Education, 44(5), 474–492. https://doi.org/10.1080/1743727X.2020.1856066

Tusell, F. (1990). Testing for interaction in two-way ANOVA tables with no replication. Computational Statistics & Data Analysis, 10(1), 29–45.

Ulia, N., & Kusmaryono, I. (2021). Mathematical disposition of students’, teachers, and aarents in distance learning: A survey. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 11(1), 147–159. https://doi.org/10.25273/pe.v11i1.8869


Article Metrics

Abstract has been read : 1105 times
PDF file viewed/downloaded: 0 times


DOI: http://doi.org/10.25273/pe.v11i2.10575

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran

Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran published by UNIVERSITAS PGRI MADIUN.

View Premiere Educandum Stats