Analisis Pengaruh Kecemasan Matematika dan Motivasi Belajar terhadap Prestasi Belajar Matematika Siswa pada Materi Aljabar
DOI:
https://doi.org/10.58764/j.im.2026.7.223Kata Kunci:
kecemasan matematika, motivasi belajar, hasil belajar aljabar, matematika sekolah menengah, faktor afektif, sekolah menengah pertama Islam terpaduAbstrak
Tujuan: Penelitian ini bertujuan menganalisis apakah kecemasan matematika dan motivasi belajar dapat memprediksi hasil belajar aljabar siswa kelas VII, baik secara parsial maupun simultan, dalam konteks sekolah menengah pertama Islam terpadu di Indonesia. Metode: Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto korelasional yang melibatkan 64 siswa kelas VII SMPIT Ar-Risalah Sukoharjo. Kecemasan matematika dan motivasi belajar diukur menggunakan dua angket yang masing-masing terdiri atas 30 butir, sedangkan hasil belajar diukur melalui tes aljabar. Data dianalisis menggunakan regresi linear berganda setelah pemeriksaan normalitas residual, linearitas, multikolinearitas, dan heteroskedastisitas pada taraf signifikansi 0,05. Hasil: Kecemasan matematika tidak signifikan dalam memprediksi hasil belajar aljabar (B = 0,046; ? = 0,152; p = 0,357). Motivasi belajar juga tidak menunjukkan kontribusi prediktif yang signifikan (B = 0,063; ? = 0,227; p = 0,171). Model regresi secara simultan tidak signifikan, F(2, 61) = 0,961; p = 0,388; R² = 0,031. Skor hasil belajar terkonsentrasi pada rentang tinggi yang relatif sempit, yaitu 82–95 (M = 90,08; SD = 2,97). Kebaruan/Implikasi: Penelitian ini memberikan bukti empiris kontekstual mengenai terbatasnya kontribusi prediktif dua faktor afektif terhadap hasil belajar aljabar pada kelompok siswa dengan variasi nilai yang sempit. Temuan tidak menunjukkan bahwa kecemasan dan motivasi tidak penting, tetapi menegaskan perlunya mempertimbangkan karakteristik distribusi skor ketika menafsirkan hasil regresi. Penelitian ini mengimplikasikan pentingnya pengintegrasian indikator afektif, kognitif, dan instruksional serta penggunaan instrumen penilaian yang mampu membedakan kemampuan siswa secara lebih memadai.
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