PENGARUH KEAKTIFAN BELAJAR MATEMATIKA DAN PROKRASTINASI AKADEMIK TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS X SMK NEGERI 3 PACITAN
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Institusion
STKIP PGRI Pacitan
Author
LESTARI, INDAH
Subject
L Education (General)
Datestamp
2021-11-10 03:50:58
Abstract :
Penelitian ini bertujuan untuk: 1) Mengetahui pengaruh keaktifan belajar (tinggi, sedang, rendah) terhadap hasil belajar matematika, 2) Mengetahui Pengaruh prokrastinasi akademik (tinggi, sedang, rendah) terhadap hasil belajar matematika, 3) Mengetahui interaksi antara keaktifan belajar dan prokrastinasi akademik terhadap hasil belajar matematika. Penelitian ini merupakan penelitian ex post facto dengan menggunakan pendekatan kuantitatif. Sampel dari penelitian ini ialah 19 siswa kelas X TBS 2 dan 25 siswa kela X TBg 1 dari SMK Negeri 3 Pacitan. Pengambilan sampel dilakukan dengan teknik simple random sampling. Metode pengumpulan data diperoleh dengan metode dokumentasi dan angket sedangkan teknik analisis data menggunakan uji lanjut nonparametrik kruskal wallis dengan menggunakan bantuan SPSS versi 16.0. Hasil analisis data penelitian menyimpulkan bahwa: 1) berdasarkan hasil uji lanjut diperoleh H0A diterima artinya tidak ada perbedaan antara keaktifan belajar matematika (tinggi, sedang, rendah) terhadap hasil belajar matematika, 2) berdasarkan hasil uji lanjut maka H0B diterima artinya tidak ada perbedaan antara prokrastinasi akademik (tinggi, sedang, rendah) terhadap hasil belajar matematika, 3) berdasarkan hasil dari uji lanjut maka H0AB diterima artinya tidak ada perbedaan interaksi antara keaktifan belajar matematika dan prokrastinasi akademik terhadap hasil belajar matematika. Kata Kunci: Keaktifan Belajar Matematika, Prokrastinasi Akademik, Hasil Belajar Matematika ABSTRACT This study aims to: 1) determine the effect of learning activity (high, medium, low) on learning outcomes in mathematics, 2) determine the effect of academic procrastination (high, moderate, low) on learning outcomes in mathematics, 3) determine the interaction between active learning and procrastinate on academic achievement of learning mathematics. This research is an ex post facto research using a quantitative approach. The samples of this study were 19 students of class X TBS 2 and 25 students of class X TBg 1 of SMK Negeri 3 Pacitan. Sampling was done by simple random sampling technique. The data collection method was obtained by documentation and questionnaire methods, while the data analysis technique used the Kruskal Wallis nonparametric. Further test used the assintance of SPSS version 16.0. The results of the research data analysis concluded that: 1) based on the results of the further test, it was obtained that H0A was accepted, meaning that there was no difference between the activeness of learning mathematics (high, medium, low) on the learning outcomes of mathematics, 2) based on the results of the further test, H0B was accepted, meaning that there was no difference between academic procrastination (high, medium, low) on mathematics learning outcomes, 3) based on the results of further tests, H0AB is accepted meaning that there is no difference in the interaction between mathematics learning activity and academic procrastination on mathematics learning outcomes Keywords: Mathematics Learning Activity, Academic Procrastination, Mathematics Learning Outcomes
Penelitian ini bertujuan untuk: 1) Mengetahui pengaruh keaktifan belajar (tinggi, sedang, rendah) terhadap hasil belajar matematika, 2) Mengetahui Pengaruh prokrastinasi akademik (tinggi, sedang, rendah) terhadap hasil belajar matematika, 3) Mengetahui interaksi antara keaktifan belajar dan prokrastinasi akademik terhadap hasil belajar matematika. Penelitian ini merupakan penelitian ex post facto dengan menggunakan pendekatan kuantitatif. Sampel dari penelitian ini ialah 19 siswa kelas X TBS 2 dan 25 siswa kela X TBg 1 dari SMK Negeri 3 Pacitan. Pengambilan sampel dilakukan dengan teknik simple random sampling. Metode pengumpulan data diperoleh dengan metode dokumentasi dan angket sedangkan teknik analisis data menggunakan uji lanjut nonparametrik kruskal wallis dengan menggunakan bantuan SPSS versi 16.0. Hasil analisis data penelitian menyimpulkan bahwa: 1) berdasarkan hasil uji lanjut diperoleh H0A diterima artinya tidak ada perbedaan antara keaktifan belajar matematika (tinggi, sedang, rendah) terhadap hasil belajar matematika, 2) berdasarkan hasil uji lanjut maka H0B diterima artinya tidak ada perbedaan antara prokrastinasi akademik (tinggi, sedang, rendah) terhadap hasil belajar matematika, 3) berdasarkan hasil dari uji lanjut maka H0AB diterima artinya tidak ada perbedaan interaksi antara keaktifan belajar matematika dan prokrastinasi akademik terhadap hasil belajar matematika. Kata Kunci: Keaktifan Belajar Matematika, Prokrastinasi Akademik, Hasil Belajar Matematika ABSTRACT This study aims to: 1) determine the effect of learning activity (high, medium, low) on learning outcomes in mathematics, 2) determine the effect of academic procrastination (high, moderate, low) on learning outcomes in mathematics, 3) determine the interaction between active learning and procrastinate on academic achievement of learning mathematics. This research is an ex post facto research using a quantitative approach. The samples of this study were 19 students of class X TBS 2 and 25 students of class X TBg 1 of SMK Negeri 3 Pacitan. Sampling was done by simple random sampling technique. The data collection method was obtained by documentation and questionnaire methods, while the data analysis technique used the Kruskal Wallis nonparametric. Further test used the assintance of SPSS version 16.0. The results of the research data analysis concluded that: 1) based on the results of the further test, it was obtained that H0A was accepted, meaning that there was no difference between the activeness of learning mathematics (high, medium, low) on the learning outcomes of mathematics, 2) based on the results of the further test, H0B was accepted, meaning that there was no difference between academic procrastination (high, medium, low) on mathematics learning outcomes, 3) based on the results of further tests, H0AB is accepted meaning that there is no difference in the interaction between mathematics learning activity and academic procrastination on mathematics learning outcomes Keywords: Mathematics Learning Activity, Academic Procrastination, Mathematics Learning Outcomes
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