Mathematics learning: Mathematical disposition and learning outcomes

Kamid Kamid, Nizlel Huda, Wardi Syafmen, Sufi Sufi, Sofnidar Sofnidar

Abstract


Purpose: The affective aspects must be owned by students in a lesson, where the affective aspects will have a relationship with the cognitive aspects of a student, therefore this study aims to determine whether there is a relationship between students 'mathematical dispositions and students' mathematics learning outcomes. Methodology: Using a mixed method with a sequential explanatory design. Where, the number of samples in this study were 413 students from 18 junior high schools in Jambi City who used a total sampling technique. Data were then analyzed with the help of SPSS 21 application to find descriptive statistics in the form of mean, min, max, and category as well as inferential statistics using product pearson moment. Finding: The results obtained in this study are dominant both in the mathematical disposition of students and student learning outcomes in mathematics. This is reinforced by the existence of a relationship between mathematical disposition and student learning outcomes in mathematics which is indicated by the obtained sig <0.05. This means that the mathematical disposition of students which includes the affective aspect of students has a relationship with the cognitive aspect, by having a good affective aspect, the cognitive aspects of the student are also good.

Keywords


Learning Outcome; Mathematics; Mathematical Disposition

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DOI: https://doi.org/10.11591/edulearn.v15i3.17604

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