Korelasi Minat Belajar Matematika Dan Lingkungan Belajar Terhadap Prestasi Belajar TIK (Studi Kasus : SMA Saraswati Singaraja)

I Dewa Ayu Anden Decy Apsari, Dessy Seri Wahyuni, I Gede Mahendra Darmawiguna

Abstract


This study aimed to determine (1) the relationship
between interest in learning mathematics achievement of high
school students studying Information and Communication
Technologies (ICT) Saraswati Singaraja, (2) the relationship
between the learning environment for high school students’
learning achievement of high school students studying Information
and Communication Technologies (ICT) Saraswati Singaraja, and
the relationship between interest in learning mathematics and
learning environment together towards achievement of high school
students studying Information and Communication Technologies
(ICT) Saraswati Singaraja. This type of research is ex post facto,
wich consist of two variables independent variables and one
dependent variable. The samples in this research were 130 people.
Data for interest in learning mathematics and the learning
environmet were collected through questionnaires interest in
learning mathematics and the learning environment, while the
Information and Communication Technologies (ICT) learning
achievement data obtained through the high school grades
Information and Communication Technologies (ICT) Saraswati
Singaraja odd semester of academic year 2012/2013. The collected
data were analyzed using parametric statistical test prerequisite
normality, linearity and regression toward significance, and
multicollinearity. The result showed that : (1) interest in learning
mathematics has a positive and sigificant relationship on student
achievement by 0,891 ICTs are categorized as very strong with a
contribution of 79,46%, (2)learning environment has a positive and
significant relationship to the achievement of ICT of 0,565 wich are
categorized with a contribution of 31,88%, and (3) interest in
learning mathematics and learning environment together have a
positive and significant relationship to learning achievement by
0,916 ICTs are categorized strong influence with a contribution of
83,87%.

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DOI: http://dx.doi.org/10.23887/karmapati.v2i5.19640

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