Analisis Pengaruh Instruksi Pengarahan Guru terhadap Capaian Matematika Siswa Indonesia dengan Model Mediasi Analisis Jalur

Ferdy Agus Viryanto; Kismiantini Kismiantini

doi:10.21831/pythagoras.v19i1.67766

Analisis Pengaruh Instruksi Pengarahan Guru terhadap Capaian Matematika Siswa Indonesia dengan Model Mediasi Analisis Jalur

Ferdy Agus Viryanto, Program Studi Statistika, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Kismiantini Kismiantini, Program Studi Statistika, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

10.21831/pythagoras.v19i1.67766

Abstract

Data PISA (Programme for International Student Assessment) 2012 menunjukkan skor capaian matematika Indonesia sangat rendah sebesar 378 dan peringkat 64 dari 65 negara sehingga perlu dilakukan identifikasi faktor-faktor yang memengaruhi capaian matematika siswa. Penelitian ini menerapkan model mediasi analisis jalur untuk mengetahui signifikansi pengaruh langsung dan pengaruh tak langsung instruksi pengarahan guru, jenis kelamin, dan status sosial ekonomi terhadap capaian matematika melalui lingkungan belajar dan kepercayaan diri secara serial. Penelitian ini merupakan penelitian kuantitatif dengan data PISA 2012 Indonesia yang diikuti oleh 5622 siswa dari 209 sekolah, tetapi hanya menggunakan sampel dengan jawaban lengkap sebanyak 1805 siswa dengan populasi seluruh siswa Indonesia berusia 15 tahun. Variabel penelitian berupa variabel independen (instruksi pengarahan guru, jenis kelamin, status sosial ekonomi), mediasi lingkungan belajar (dukungan guru, hubungan siswa-guru), mediasi kepercayaan diri (konsep diri, efikasi diri, kecemasan), dan dependen (capaian matematika). Analisis data menggunakan model mediasi analisis jalur dengan metode estimasi parameter maksimum likelihood dan standard error dengan 1000 sampal bootstrap. Model mediasi analisis jalur dalam penelitian ini melibatkan tiga variabel independen, lima variabel mediasi, dan satu variabel dependen dengan variabel mediasinya dimodelkan secara serial, yaitu lingkungan belajar memengaruhi kepercayaan diri. Hasil penelitian menunjukkan bahwa instruksi pengarahan guru memengaruhi capaian matematika siswa melalui lingkungan belajar serta kepercayaan diri (konsep diri dan efikasi diri) secara serial. Selain itu, jenis kelamin siswa memengaruhi capaian matematika siswa melalui dukungan guru serta kepercayaan diri (konsep diri dan efikasi diri) secara serial, sedangkan status sosial ekonomi memengaruhi capaian matematika siswa melalui hubungan siswa-guru serta kepercayaan diri (konsep diri dan efikasi diri) secara serial.

PISA (Programme for International Student Assessment) 2012 data shows that Indonesia's mathematics achievement score is very low at 378 and ranked 64th out of 65 countries, so it is necessary to identify factors that influence students' mathematics achievement. This research applies a path analysis mediation model to determine the significance of the direct and indirect effects of teacher-directed instruction, gender, and socio-economic status on mathematics achievement through the learning environment and self-belief serially. This research is quantitative research using PISA 2012 Indonesia data which was attended by 5622 students from 209 schools, but only used a sample with complete answers of 1805 students with a population of all Indonesian students aged 15 years. The research variables are independent variables (teacher-directed instruction, gender, socio-economic status), learning environment mediation (teacher support, student-teacher relations), self-belief mediation (self-concept, self-efficacy, anxiety), and dependent (mathematics achievement) . Data analysis used a path analysis mediation model with the maximum likelihood parameter estimation method and standard error with 1000 bootstrap samples. The path analysis mediation model in this research involves three independent variables, five mediating variables, and one dependent variable with the mediating variable modeled serially, namely the learning environment influences self-belief. The research results show that teacher-directed instruction influences students' mathematics achievement through the learning environment and self-belief (self-concept and self-efficacy) serially. In addition, student gender influences student mathematics achievement through teacher support and self-belief (self-concept and self-efficacy) serially, while socio-economic status influences student mathematics achievement through student-teacher relations and self-belief (self-concept and self-efficacy) serially.

Keywords

Capaian matematika; instruksi pengarahan guru; kepercayaan diri; lingkungan belajar; model mediasi analisis jalur

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DOI: https://doi.org/10.21831/pythagoras.v19i1.67766