Pengaruh Mindful Learning terhadap Motivasi dan Hasil Belajar Matematika di MAN 2 Magetan
DOI:
https://doi.org/10.57008/jjp.v4i04.1132Keywords:
mindful learning, motivasi belajar, hasil belajar matematika, pembelajaran matematikaAbstract
Penelitian ini bertujuan untuk mengetahui pengaruh mindful learning terhadap motivasi belajar dan hasil belajar matematika siswa di MAN 2 Magetan. Metode yang digunakan adalah quasi eksperimen dengan desain pretest-posttest control group. Sampel penelitian terdiri dari 130 siswa yang dibagi menjadi kelompok eksperimen dan kontrol. Data motivasi dan hasil belajar dianalisis menggunakan uji-t independen dan korelasi Pearson. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara motivasi belajar dan hasil belajar matematika kelompok eksperimen dengan kontrol setelah penerapan mindful learning (t motivasi = 6,85, p < 0,001; t hasil belajar = 8,14, p < 0,001). Selain itu, terdapat hubungan positif kuat antara motivasi belajar dan hasil belajar matematika pada kelompok eksperimen (r = 0,76, p < 0,001). Kesimpulannya, mindful learning efektif meningkatkan motivasi dan prestasi belajar matematika siswa. Implikasi dari penelitian ini merekomendasikan penerapan mindful learning sebagai strategi pembelajaran matematika untuk meningkatkan hasil belajar dan motivasi siswa.
References
Bibi, N., Khan, I. A., & Nisar, M. (2024). Exploring the Relationship Between Government Girls Secondary School Students’ Attitude and Motivation Towards Learning Mathematics. 3(1), 118–128. https://doi.org/10.62843/jrsr/2024.3a029
Gustiani, S., Ardiansyah, W., & Simanjuntak, T. (2022). Motivation in Online Learning Amidst Covid-19 Pandemic Era: Students’ Intrinsic and Extrinsic Factors. https://doi.org/10.2991/assehr.k.220202.029
Habibullah, H., Durahim, Y., Pamungkas, T., Haryundari, M. L. I., & Rusnila, R. (2022). The Effect of Motivation on Students’s Mathematics Learning Outcomes in the New Normal Era. Jambura Journal of Mathematics Education, 3(2), 63–69. https://doi.org/10.34312/jmathedu.v3i2.15114
Henriksen, D., Richardson, C., & Shack, K. (2020). Mindfulness and Creativity: Implications for Thinking and Learning. Thinking Skills and Creativity, 37, 100689. https://doi.org/10.1016/j.tsc.2020.100689
Indah, M. Y. N., Yanti, M. M., Arifi, Y., Pawestri, A. A. M., & Hermahayu, H. (2020). Motivasi Belajar Siswa Sekolah Dasar Di Kota Magelang. Jurnal Varidika, 32(1), 61–69. https://doi.org/10.23917/varidika.v32i1.11141
Jufrida, J., Kurniawan, W., Astalini, A., Darmaji, D., Kurniawan, D. A., & Maya, W. A. (2019). Students’ Attitude and Motivation in Mathematical Physics. International Journal of Evaluation and Research in Education (Ijere), 8(3), 401. https://doi.org/10.11591/ijere.v8i3.20253
Lin, Y.-T. (2020). The Interrelationship Among Psychological Capital, Mindful Learning, and English Learning Engagement of University Students in Taiwan. Sage Open, 10(1). https://doi.org/10.1177/2158244020901603
Liu, W., Gao, Y., Gan, L., & Wu, J. (2022). The Role of Chinese Language Learners’ Academic Resilience and Mindfulness in Their Engagement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.916306
Liu, X., Lei, L., Zheng, Y., Deng, Y., & Chen, J. (2023). Alleviating Learning Burnout of Chinese Middle School Students by School‐based Mindfulness Training: The Mediating Role of Psychological Resilience. Psychology in the Schools, 61(3), 1034–1053. https://doi.org/10.1002/pits.23101
Liu, Y., Hau, K., Liu, H., Wu, J. Q., Wang, X., & Zheng, X. (2019). Multiplicative Effect of Intrinsic and Extrinsic Motivation on Academic Performance: A Longitudinal Study of Chinese Students. Journal of Personality, 88(3), 584–595. https://doi.org/10.1111/jopy.12512
MacIntyre, P. D., Schnare, B., & Ross, J. (2017). Self-Determination Theory and Motivation for Music. Psychology of Music, 46(5), 699–715. https://doi.org/10.1177/0305735617721637
Naziah, R., Caska, C., Nas, S., & Indrawati, H. (2020). The Effects of Contextual Learning and Teacher’s Work Spirit on Learning Motivation and Its Impact on Affective Learning Outcomes. Journal of Educational Sciences, 4(1), 30. https://doi.org/10.31258/jes.4.1.p.30-43
Redhana, I. W., Widiastari, K., Samsudin, A., & Irwanto, I. (2021). Which Is More Effective, a Mind Map or a Concept Map Learning Strategy? Jurnal Cakrawala Pendidikan, 40(2), 520–531. https://doi.org/10.21831/cp.v40i2.33031
Salsa, F. J., Sari, R. T., Muhar, N., & Gusmaweti, G. (2022). The Relationship Between Motivation and Learning Outcomes of Biology Subject Through Distance Learning. International Journal of Stem Education for Sustainability, 2(2), 140–147. https://doi.org/10.53889/ijses.v2i2.54
Saputra, K. A. A., Ratnaya, I. G., Parwata, I. G. L. A., & Widiartini, N. K. (2023). The Effect of Students’ Anxiety, Learning Discipline, and Learning Motivation on Students’ Mathematic Learning Outcomes in Vocational High School. Jurnal Pendidikan Dan Pengajaran, 56(3), 454–461. https://doi.org/10.23887/jpp.v56i3.68105
Sari, F. A., Marwan, M., & Dwita, S. (2018). The Influence of Teachersr Role and Motivation on Basic Accounting Learning Outcomes at Vocational High Schools. https://doi.org/10.2991/piceeba-18.2018.12
Syamsia, S., & Ode, T. A. (2023). The Use of Mindful Experiental Learning to Improve Students’ Listening Skilll. English Education Journal, 13(3), 445–455. https://doi.org/10.15294/eej.v13i3.78405
Syaukani, A. A., Kuddus, L., & Subekti, N. (2019). Mind Mapping: Learning Strategy for Novice Learners of Anatomy for Physical Education Undergraduate Program. https://doi.org/10.4108/eai.7-8-2019.2288420
Tian, Y., Fang, Y., & Li, J. (2018). The Effect of Metacognitive Knowledge on Mathematics Performance in Self-Regulated Learning Framework—Multiple Mediation of Self-Efficacy and Motivation. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02518
Ulagammal, S., & Chaluvarayaswamy, R. (2023). Expanding Access to Mindfulness Education in Adaptive Learning: Enhancing Student Well-Being and Academic Success. Thiagarajar College of Preceptors Edu Spectra, 5(S1), 81–84. https://doi.org/10.34293/eduspectra.v5is1-may23.014
Wang, Q., Zhang, Y., Zhang, Y., & Chen, T.-W. (2022). The Impact of Mindful Learning on Subjective and Psychological Well-Being in Postgraduate Students. https://doi.org/10.21203/rs.3.rs-2360001/v1
Zhang, Y., Hawk, S. T., Zhang, X., & Zhao, H. (2016). Chinese Preservice Teachers’ Professional Identity Links With Education Program Performance: The Roles of Task Value Belief and Learning Motivations. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00573
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 JURNAL JENDELA PENDIDIKAN
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
