Kedisiplinan belajar, pemanfaatan sumber belajar, dan kemampuan mengajar sebagai prediktor hasil belajar matematika siswa kelas V
DOI:
https://doi.org/10.33292/ter.v7i1.508Keywords:
Kedisiplinan Belajar, Sumber Belajar, Kemampuan Mengajar Guru, Hasil Belajar Matematika, Regresi BergandaAbstract
Penelitian ini bertujuan menilai: (1) pengaruh simultan kedisiplinan belajar, pemanfaatan sumber belajar, dan kemampuan mengajar guru terhadap hasil belajar matematika; serta pengaruh parsial (2) kedisiplinan belajar, (3) pemanfaatan sumber belajar, dan (4) kemampuan mengajar guru pada siswa kelas V SD se-Gugus Handayani Kecamatan Kertek. Studi kuantitatif korelasional ini melibatkan populasi 330 siswa; sampel 181 siswa dari 12 sekolah dipilih dengan simple random sampling. Data dikumpulkan melalui angket dan dokumentasi nilai. Uji instrumen meliputi validitas dan reliabilitas; uji prasyarat mencakup normalitas dan multikolinearitas. Hipotesis diuji menggunakan regresi linear berganda dan korelasi parsial. Hasil menunjukkan pengaruh signifikan secara simultan kedisiplinan belajar, pemanfaatan sumber belajar, dan kemampuan mengajar guru terhadap hasil belajar matematika. Secara parsial, kedisiplinan belajar berpengaruh positif dan signifikan; pemanfaatan sumber belajar berpengaruh positif dan signifikan; dan kemampuan mengajar guru juga menunjukkan pengaruh positif dan signifikan. Temuan ini menegaskan pentingnya penguatan rutinitas belajar siswa, optimalisasi akses serta penggunaan sumber belajar, dan peningkatan kapasitas pedagogis guru untuk meningkatkan capaian matematika. Implikasi praktis mencakup intervensi berbasis kelas dan sekolah—program disiplin akademik, pengelolaan serta pemanfaatan sumber belajar, dan pengembangan profesional guru—yang diorkestrasi secara terpadu.
Study discipline, learning resource utilization, and teaching ability as predictors of fifth-grade mathematics achievement
Abstract: This correlational quantitative study investigates: (1) the joint effects of study discipline, learning resource utilization, and teachers’ teaching ability on mathematics achievement; and the partial effects of (2) study discipline, (3) learning resource utilization, and (4) teaching ability among fifth-grade students in the Handayani cluster, Kertek. The population comprised 330 students, with a sample of 181 from 12 schools selected via simple random sampling. Data were collected through questionnaires and achievement records. Instrument quality was examined using validity and reliability tests; assumption checks included normality and multicollinearity. Hypotheses were tested using multiple linear regression and partial correlations. Results indicate a significant simultaneous effect of study discipline, learning resource utilization, and teaching ability on mathematics achievement. Individually, study discipline shows a positive, significant effect; learning resource utilization exhibits a positive, significant effect; and teachers’ teaching ability also demonstrates a positive, significant effect. These findings underscore the importance of strengthening students’ academic routines, optimizing access to and use of learning resources, and enhancing teachers’ pedagogical capacity to improve mathematics performance. Practical implications point to coordinated classroom- and school-level interventions—academic discipline programs, strategic management and utilization of resources, and targeted teacher professional development—to drive measurable gains in achievement.
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