Discipline Factor and the Impact on Mathematics Learning Outcomes in Vocational High Schools

• Published in: Journal of physics. Conference series 2021-01, Vol.1720 (1), p.12003
• Main Authors: Fuadi, Djalal, Sutama, Sumardjoko, Bambang, Novitasari, Meggy, Inugati, Endah, Saputra, Ajah, Musiman, Pratiwi, Dyah Sih
• Format: Article
• Language: English
• Subjects: Communication; Data analysis; Educational objectives; Learning; Mathematical analysis; Mathematics; Physics; Random sampling; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1720/1/012003

In general, the aim of the research was to examine the contribution of communication and motivation to Mathematics learning outcomes indirectly through learning discipline. Specifically, the objectives of this study were: 1) to examine the contribution of communication, motivation, and discipline to Mathematics learning outcomes; and 2) to examine the contribution of communication and motivation to the discipline of learning mathematics. The type of the research is correlational quantitative. The populations of the study were 704-grade X students of SMK Negeri 1 Jenang Ponorogo. The research's samples were 255 students determined by the Slovin formula. The sampling employed proportional random sampling by lottery. The data analysis technique used was path analysis. The results of the study are: 1) interindividual communication, learning motivation, and learning discipline did not contribute simultaneously at α = 0.05 to mathematics learning outcomes; 2) interindividual communication and learning motivation contribute simultaneously to learning discipline at α = 0.05 (with the amount of the contribution of 31.8%; and 3) communication between individuals affects Mathematics learning outcomes indirectly through learning discipline at α = 0.05, amounting to 0.514. Learning motivation affects Mathematics learning outcomes indirectly through learning discipline at α = 0.05, amounting to 0.09.