Analisis Pengaruh Instruksi Pengarahan Guru terhadap Capaian Matematika Siswa Indonesia dengan Model Mediasi Analisis Jalur
Kismiantini Kismiantini, Program Studi Statistika, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
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
Full Text:
PDFReferences
Alifah, S. (2021). Peningkatan kualitas pendidikan di Indonesia untuk mengejar ketertinggalan dari negara lain. CERMIN: Jurnal Penelitian, 5(1), 113–123.
Al-Makahleh, A. A. A. (2011). The effect of direct instruction strategy on math achievement of primary 4th and 5th grade students with learning difficulties. International Education Studies, 4(4), 199–205.
Alpian, Y., Anggraeni, S. W., Wiharti, U., & Soleha, N. M. (2019). Pentingnya pendidikan bagi manusia. Jurnal Buana Pengabdian, 1(1), 66–72.
Appiah, J. B., Korkor, S., Arthur, Y. D., & Obeng, B. A. (2022). Mathematics achievement in high schools, the role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics. International Electronic Journal of Mathematics Education, 17(3), 1–11.
Brophy, J. (2004). Motivating students to learning. Lawrence Erlbaum Associates.
Ciftci, S. K., & Cin, F. M. (2017). The effect of socioeconomic status on students’ achievement. The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies, 171–181.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Lawrence Erlbaum Associates.
Delen, I., & Bellibas, M. S. (2015). Formative assessment, teacher-directed instruction and teacher support in Turkey: Evidence from PISA 2012. Mevlana International Journal of Education (MIJE), 5(1), 88–102.
Delgado, K. D. D., & Kassim, S. R. (2019). Mathematics anxiety among young filipino learners: Investigating the influence of gender and socio-economic status. Sci.Int.(Lahore), 31(3), 575–579.
Freund, R. J., Wilson, W. J., & Sa, P. (2006). Regression analysis: Statistical modeling of a response variable (2nd ed.). Academic Press.
Gruehn, S., & Roeder, P. M. (1995). Concomitants of achievement in mathematics: A comparative analysis. Waxmann.
Hafidz, A. A. (2019). Pengaruh jenis kelamin terhadap hasil belajar matematika siswa. Buana Matematika: Jurnal Ilmiah Matematika Dan Pendidikan Matematika, 9(2), 69–72.
Hajovsky, D. B., Mason, B. A., & McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology, 63, 119–133.
Hogg, R. V, McKean, J. W., & Craig, A. T. (2019). Introduction to mathematical statistics (8th ed.). Pearson.
Jatmiko, R. P. (2017). Status sosial ekonomi, gaya, dan prestasi belajar. Jurnal Penelitian Dan Pendidikan IPS (JPPI), 11(1), 38–53.
Kadi, T., & Awwaliyah, R. (2017). Inovasi pendidikan: Upaya penyelesaian problematika pendidikan di Indonesia. Jurnal Islam Nusantara, 1(2), 144–155.
Kalender, O. M. (2010). The roles of affective, socioeconomic status and school factors on mathematics achievement: A structural equation modeling study [Thesis]. Middle East Technical University.
Kloke, J., & Mckean, J. W. (2015). The R series: Nonparametric statistical methods using R. CRC Press, Taylor & Francis Group.
Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342.
Kredibelia, Y. P. (2023). Hubungan kondisi ekonomi keluarga dan lingkungan belajar dengan hasil belajar tematik peserta didik kelas V SD negeri [Skripsi]. Universitas Negeri Lampung.
Kutner, M. H., Nachtsheim, C. J., Neter, J., & Li, W. (2005). Applied linear statistical models (5th ed.). McGraw-Hill.
Kvedere, L. (2014). Mathematics self-efficacy, self-concept and anxiety among 9th grade students in Latvia. Procedia - Social and Behavioral Sciences, 116, 2687–2690.
Li, M., Zhang, Y., Liu, H., & Hao, Y. (2018). Gender differences in mathematics achievement in Beijing: A meta-analysis. British Journal of Educational Psychology, 88(4), 566–583.
Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498–518.
Ma, L., Luo, H., & Xiao, L. (2021). Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018. Learning and Individual Differences, 85, 101947.
MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Routledge.
Mahdiansyah, & Rahmawati. (2014). Literasi matematika siswa Indonesia menengah: Analisis menggunakan desain tes internasional dengan konteks Indonesia. Jurnal Pendidikan Dan Kebudayaan, 20(4), 452–469.
Masjaya, & Wardono. (2018). Pentingnya kemampuan literasi matematika untuk menumbuhkan kemampuan koneksi matematika dalam meningkatkan SDM. PRISMA, Prosiding Seminar Nasional Matematika, 1, 568–574.
Maulia, S., & Purnomo, H. (2023). Peran komunikasi efektif guru dalam meningkatkan motivasi belajar siswa sekolah dasar (SD). Elementa: Jurnal PGSD STKIP PGRI Banjarmasin, 5(1), 25–39.
Morgan, P. L., Farkas, G., & Maczuga, S. (2015). Which instructional practices most help first-grade students with and without mathematics difficulties? Educational Evaluation and Policy Analysis, 37(2), 184–205.
Nurfatimah, S. A., Hasna, S., & Rostika, D. (2022). Membangun kualitas pendidikan di Indonesia dalam mewujudkan program sustainable development goals (SDGs). Jurnal Basicedu, 6(4), 6145–6154.
Nurhasanah, Wandi, J. I., & Saputra, R. (2022). Hubungan status sosial ekonomi dengan konsep diri siswa. Ikhtisar - Jurnal Pengetahuan Islam, 2(1), 97–104.
Obilor, I. E. (2011). Relationship between self-concept and mathematics achievement of senior secondary students in port harcourt metropolis. Journal of Educational and Social Research, 1(4), 39–36.
OECD. (2010). Mathematics teaching and learning strategies in PISA. OECD Publishing.
OECD. (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. OECD Publishing. https://doi.org/10.1787/9789264190511-en
OECD. (2014). PISA 2012 technical report (Paris). OECD Publishing.
OECD. (2016a). How teachers teach and students learn: Successful strategies for school. OECD Publishing. https://doi.org/10.1787/5jm29kpt0xxx-en
OECD. (2016b). Teaching strategies for instructional quality: Insights from the TALIS-PISA link data. OECD Publishing. https://doi.org/10.1787/5jln1hlsr0lr-en
OECD. (2019a). PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
OECD. (2019b). PISA 2018 results (Volume I): What students know and can do. PISA OECD Publishing. https://doi.org/https://doi.org/10.1787/5f07c754-en
Ozkal, N. (2018). Relationship between students’ math engagement and math teachers’ motivational support. Turkish Journal of Education, 7(2), 86–98.
Paidar, F., Amirhooshangi, A., & Taghavi, R. (2016). Gender differences in students’ mathematics self-concept and academic burnout. International Journal of School Health, 4(1), 1–6.
Pakpahan, R. (2012). Faktor-faktor yang mempengaruhi capaian literasi matematika siswa Indonesia dalam PISA 2012. Jurnal Pendidikan Dan Kebudayaan, 1(3), 331–347.
Peters, M. L. (2013). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11(2), 459–480.
Pfister, M., Moser Opitz, E., & Pauli, C. (2015). Scaffolding for mathematics teaching in inclusive primary classrooms: A video study. ZDM - Mathematics Education, 47(7), 1079–1092.
Prihastyanti, I., & Sawitri, D. R. (2018). Dukungan guru dan efikasi diri akademik pada siswa SMA Semesta Semarang. Jurnal Empati, 7(3), 33–46.
R Core Team. (2022). R: A language and environment for statistical computing.
Rahayu, W. P. (2011). Analisis intensitas pendidikan oleh orang tua dalam kegiatan belajar anak, status sosial ekonomi orang tua terhadap motivasi belajar dan prestasi belajar siswa. Jurnal Pendidikan Dan Pembelajaran, 18(1), 72–80.
Rasyid, H. (2015). Membangun generasi melalui pendidikan sebagai investasi masa depan. Jurnal Pendidikan Anak, 4(1), 565–581.
Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36.
RStudio Team. (2020). RStudio: Integrated development for R.
Saltali, & Durmusoglo, N. (2013). The teacher student relationship as a predictor of preschoolers’ social anxiety. Mevlana International Journal of Education, 3(4), 118–126.
Sanchez, F. J. P., & Roda, M. D. S. (2003). Relationships between self-concept and academic achievement in primary students. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1(1), 95–120.
Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling (4th ed.). Routledge.
Shim, S. (2000). A study on the relation between mathematics anxiety & aggressiveness and mathematics proficiency of high school students. Journal of Korean School Mathematics, 3(2), 99–109.
Simanjuntak, H. (2013). Kontribusi kemampuan guru melaksanakan pembelajaran terhadap hasil belajar persamaan kuadrat pada siswa SMA Negeri 1 Pangkalpinang. Jurnal Pendidikan Dan Kebudayaan, 19(1), 94–106.
Stankov, L., & Lee, J. (2017). Self-beliefs: Strong correlates of mathematics achievement and intelligence. Intelligence, 61, 11–16.
Suparman, A. (2012). Desain instruksional modern: Panduan para pengajar dan inovator pendidikan. Erlangga.
Suratman, A., Rakhmasari, R., & Apyaman, D. (2019). Pengaruh model pembelajaran berbasis TIK terhadap hasil belajar matematika dan motivasi belajar matematika siswa. Jurnal Analisa, 5(1), 41–50.
Tarmidi, & Hadiati. (2005). Prestasi belajar ditinjau dari persepsi siswa terhadap iklim kelas pada siswa yang mengikuti program percepatan belajar. Psikologia, 1(1).
Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ ratings of teacher support and academic and social–emotional well-being. School Psychology Quarterly, 30(4), 494.
Umar, J., & Miftahuddin. (2012). Analisis prestasi matematika pada TIMSS tahun 2011. Seminar Kebijakan Penilaian Pendidikan Berbasis Kajian Sebagai Umpan Balik Kegiatan Belajar Mengajar Untuk Meningkatkan Mutu Pendidikan.
Utami, S. (2019). Meningkatkan mutu pendidikan Indonesia melalui peningkatan kualitas personal, profesional, dan strategi rekrutmen guru. Prosiding Seminar Nasional Pendidikan FKIP, 2(1), 518–527.
Utomo, H. P., Hendrayana, A., Yuhana, Y., & Saputro, T. V. D. (2021). Pengaruh gender terhadap kemampuan pemecah masalah dan penalaran matematis ditinjau dari minat belajar. TIRTAMATH: Jurnal Penelitian Dan Pengajaran Matematika, 3(2), 106–115.
Uysal, S. (2015). Factors affecting the mathematics achievement of Turkish students in PISA 2012. Educational Research and Reviews, 10(12), 1670–1678.
Valero, P., Graven, M., Jurdak, M., Martin, D., Meaney, T., & Penteado, M. (2015). Socioeconomic influence on mathematical achievement: What is visible and what is neglected. The Proceedings of the 12th International Congress on Mathematical Education, 285–301.
Van De Gaer, E., Pustjens, H., Van Damme, J., & De Munter, A. (2006). The gender gap in language achievement: The role of school-related attitudes of class groups. Sex Roles, 55(5–6), 397–408.
Wang, J., & Wang, X. (2020). Structural equation modeling: Applications using Mplus (2nd ed.). jhon Wiley & Sons.
Xu, Z. Z., & Qi, C. (2019). The relationship between teacher-student relationship and academic achievement: The mediating role of self-efficacy. Eurasia Journal of Mathematics, Science and Technology Education, 15(10), 1–7.
Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M., & Wang, Y. (2019). Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PLoS ONE, 14(3), 1–16.
Yildirim, S. (2012). Teacher support, motivation, learning strategy use, and achievement: A multilevel mediation model. The Journal of Experimental Education, 80(2), 150–172.
Yildirim, S., & Yildirim, H. H. (2019). Predicting mathematics achievement: The role of perceived feedback, teacher support and self-beliefs. Turkish Journal of Education, 8(2), 71–85.
You, S., Kim, E. K., Lim, S. A., & Dang, M. (2021). Student and teacher characteristics on student math achievement. Journal of Pacific Rim Psychology, 15, 1–13.
Zee, M., & Roorda, D. L. (2018). Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems. Learning and Individual Differences, 67, 156–166.
Zetriuslita, Nofriyandi, & Istikomah, E. (2020). The effect of geogebra-assisted direct instruction on students’ self-efficacy and self-regulation. Infinity, Journal of Mathematics Education, 9(1), 41–48.
DOI: https://doi.org/10.21831/pythagoras.v19i1.67766
Refbacks
- There are currently no refbacks.
PYTHAGORAS: Jurnal Matematika dan Pendidikan Matematika indexed by:
Pythagoras is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/pythagoras.
All rights reserved p-ISSN: 1978-4538 | e-ISSN: 2527-421X