ANALYSIS OF FACTORS AFFECTING STUDENT LEARNING …

2nd International Seminar on Education 2017Empowering Local Wisdom on Education for Global Issue

Batusangkar, September 05-06-2017

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ANALYSIS OF FACTORS AFFECTING STUDENT LEARNINGRESULTS

ON MATHEMATICS

Eliza

Department of Accounting,Faculty of EconomicsUniversitas Putra Indonesia YPTK, Padang, Indonesiaemail: [email protected] / [email protected]

ABSTRACT

Education as a human effort is the best cultural aspect and result that every generation of humanbeings can provide for the benefit of the young generation to continue their life and way of life inthe socio-cultural context. Therefore, every pluralistic society in modern times always prepares

its citizens who are selected as educators for the sake of continuity (regeneration) of each societyconcerned. Various problems in education, if can not be eliminated at all, at least it needs to be

minimized, so the problems that arise do not interfere with the achievement of generaleducational goals, or specific learning objectives. Furthermore, this study discusses the analysisof factors that affect student learning outcomes in mathematics courses, especially UPI students"YPTK" Padang with the aim to examine the factors that affect student learning outcomes in the

mathematics course itself. This research was conducted through field study by distributingquestionnaires to students as the object of his research. The method of analysis used is the

regression model in this case with the discussion of the magnitude of the coefficient ofdetermination, simultaneous testing, partial testing and normality of research data. The resultsobtained that the motivation, ability or expertise possessed in the understanding of mathematics

mathematics is a factor that greatly affect the results of learning. This is proven, where morethan 50 percent of students are able to get good grades from the mathematics learning.

Meanwhile, from both simultaneous testing and partial testing showed a fairly strong level ofsignificance. However, even so for the future as an educator (lecturer) still provide motivation,

inspiration and tricks or tips for mathematics courses are able to continue to be liked, developedin the form of modeling that is easier to understand not a complicated or boring subject for some

students.

Keyword: Education, Expertise, Motivation, Learning Outcomes

INTRODUCTION

umans are creatures that wrestle intenselyand education. That is why humans are

nicknamed as animal educandum and animaleducandus all at once, ie as educated creaturesand educational creatures. In other words,human beings are creatures that are alwaysinvolved in the educational process, whetherdone either done to others or to themselves.The process of education is a universal activity

in human life, because wherever and wheneverin the world there is education.

Although education is a commonphenomenon in every society's life, thedifferent philosophies and worldviews held byeach nation or society and even individualslead to differences in the organization of sucheducational activities. Thus, in addition tobeing universal, education is also national. Itsnational character will color the organizationof the nation's education.

H



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Education as a human effort is the bestcultural aspect and result that every generationof human beings can provide for the benefit ofthe young generation in order to continue theirlife and way of life in a socio-cultural context.Therefore, every pluralistic society in moderntimes always prepares its citizens who areselected as educators for the sake of continuity(regeneration) of each society concerned.Various problems in education in education ifit can not be eliminated at all, at least it needsto be minimized, so the problems that arise donot interfere with the achievement of generaleducational goals, or the purpose of learning inparticular.

According Sukardjo (2009: 3) one wayto be able to eliminate or minimize theproblems that arise is based on educationaltheories. Thus, the mastery of educationalfundamentals is expected to be a horizon thatprovides provision for education actors inorder to minimize education problems andsolve various educational problems in general,and learning in particular.

According to the Law of NationalEducation System no. 20 year 2003 Article 1paragraph 1, education is a conscious andplanned effort to create an atmosphere oflearning and learning process so that learnersactively develop their potential to havespiritual spiritual strength, self-control,personality, intelligence, noble character, andskills needed by him , Society, nation andstate. In education contained a business oractivity done with a conscious and full ofplanning that aims to develop all the potentialthat existed in the learners.

Educational activities include severalcomponents. These components can not beseparated from each other and must go hand inhand to achieve educational goals. However,before understanding some of these importantcomponents, we must explore more deeplyabout the theories and concepts of educationitself.

Education Theory and Concept ofEducation

1. Education TheoryEducational theory can be seen from 3

aspects namely the form, content, and basic

assumptions (Mudyahardjo, 2001: 91-92). Interms of form, the theory of education is asystem of concepts that are integrated,explanatory, and predictive of educationalevents. The content of an educational theory isa system of concepts about educational events.This concept exists that acts as the assumptionor starting point of education and there is arole as a definition or description that statesmeaning. Meanwhile, the main assumptions ofeducation include:a. education is actual, meaning that

education starts from the actual conditionsofindividuals who study in theenvironment learning;

b. education is normative, meaning educationis aimed at achieving good things or good,norms, and dams;

c. education is a process of achieving goals,meaning education in the form of a seriesof activities stems from the actualconditions and individuals who learn,focused on the achievement of theexpected individual.

Classification of Education Theory

Mudyahardjo (2001: 100-110) clarifiedthe theory of education into a general theory ofeducation and a special theory of education.Here is an explanation of both theories.

1. General Education Theorya. The General Theory of Prescriptive

EducationIt is a set of concepts about the

whole aspects of education aimed atexplaining how educational events shouldbe organized. The theory belonging to thisgroup is the Philosophy of Education.

b. General Theory of Descriptive EducationIt is a set of concepts about the

whole educational aspect that aims toexplain how educational events have beenand are happening in society. Educationaltheories included in this group are:a. Education abroad or international

educationb. Comparative education or comparative

educationc. Historical education or educational

history



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2. Special Education Theory

a. The Special Theory of PrescriptiveEducation

Is a set of concepts about aneducational aspect aimed at explaining howsomething should be done. The theorybelonging to this group is EducationalTechnology.

b. The Special Theory of PrescriptiveEducation

Is a set of concepts about aneducational aspect aimed at explaining howeducational events have been, are, and areexpected to occur in society. Theories thatbelong to this group are the educationalsciences, among others:1. Pedagogic: Scientific studies of the

educationalsituation include the educational

component,namely: educational goals, learners,educators, educational methods,educational content,

educational environment, and educationalinfrastructure facilities.

2. Orthopedagogic: a scientific study of theeducational situation for children andadolescents with special needs, which bearphysical, mental, or behavioral disorders.

3. Educational Psychology: the scientific studyof individual aspects of education.

4.Sociology of Education: scientific study ofsocial aspects in education.

5. Science of Demographic Education/Population: Scientific study of demographicaspects in education or human populationrelations with the environment.

6. Andragogy: a scientific study of helpingadults

learn.7. Anthropology of Education andEthnography

Education: the scientific study of aspects ofculture in education.

8. Economics Education: the scientific studyof

economic aspects in education.9. Educational Politics: the scientific study of

the political or wisdom aspect in education.

10. Educational Administration Sciences:scientific studies on the aspects of how toorganize the organization of education.

Concept of Education

Mudyahardjo (2001: 3-16) divides thedefinition of education into 3, namely broaddefinition, narrow, and limited area. This canbe explained as follows.

1. Broad DefinitionEducation is life. Education is all

learning experience that takes place in allenvironments and throughout life.Characteristics of this concept, namely: (a)lifetime education duration as long as there areenvironmental influences; (b) the educationalenvironment can either be created or exist byitself; (c) the activity may be inadvertent orprogrammed; (d) the educational objectivesare not predetermined, but are contained ineach learning experience, not limited to, andequal to the purpose of life; (e) supported byromantic and pragmatic humanists.

2. Narrow DefinitionsEducation is school. Education is a

learning that is held in schools as a formaleducational institution. Characteristics of thisconcept, namely: (a) limited education period;(b) the educational environment is speciallycreated; (c) educational content arrangedprogrammatically in the form of curriculum,teacher-oriented educational activities, andscheduled activities; (d) educational objectivesare defined by outsiders, limited to thedevelopment of particular abilities, aimed atpreparing for life; (e) supported by thebehaviorists.

3. Definition of Limited AreaEducation is a conscious effort

undertaken by family, community andgovernment, through counseling, teaching andor training activities, taking place in schooland out of school throughout life, to preparelearners to play a role in various environmentsappropriately in the future which will come.Characteristics of this concept, namely: (a) thelifetime of education that its activities do nottake any arbitrary, but at a certain moment; (b)takes place in a part of the environment



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{cultural environment}; (c) in the form offormal, informal, and informal education; (d)the purpose of education is part of the purposeof life that is supportive to the achievement ofthe purpose of life; (e) supported by realistichumanists and critical realism.

According to Miarso (2004: 9-10), thereare some basic conceptions of education,namely:1. Education is essentially an activityundertaken

by a learner resulting in a change in his / herpersonality.

2. Education is a process that lasts a lifetime.3. Education can take place anytime and

anywhere, ie at the time and place inaccordance

with the circumstances and needs ofstudents.4. Education can take place independently andcan

take place effectively with regularmonitoring and ownership.

5. Education can take place effectively withina

homogeneous group, heterogeneous group,or

individual.6. Learning can be obtained from who andwhat,

whether deliberately designed or takenbenefit.

Understanding MotivationAccording to Nana Syaodih

Sukmadinata (2003: 64) that "motivation is acondition formed from various driving forcesin the form of insistence, motives, needs anddesires." Motivation is a psychological processthat reflects the interaction between soul,attitude, needs, perceptions and decisions inOne's self.

Sumadi Suryabrata (2010: 70) alsoargues that "motive is a person's personalcircumstance that encourages individuals toperform certain activities in order to achieve agoal." In other words, motivation is a state ofthe soul and a mental attitude that energizesand encourages people to Doing an activity.

According to Mc Donald (AbdulHadis, 2008: 29) "Motivation is a change of

energy in a person characterized by theemergence of feeling and preceded by aresponse to the existence of a goal". From thenotion put forward by Mc. Donald containsthree important elements, namely:1. That motivation initiates the occurrence of

energy changes in each individual humanbeing2. Motivation is characterized by theemergence of

a sense or feeling, affection someone.3. Motivation will be stimulated because thereis a

purpose.So the motivation in this case is

actually the response of an action, that is thegoal. Similarly, as stated by Hamzah B. Uno(2009: 5) that "motivation is a force that drivessomeone to do something to achieve the goal".These forces are essentially stimulated by theexistence of various needs, such as (1) thedesire to be fulfilled; (2) behavior; (3)purpose; (4) feedback.This interaction process is called the basicmotivation process, can be described by theprocess model as shown below.

Sumber: Hamzah B. Uno (2009:5)

Types of MotivationFrom the above definition, it can be

seen that motivation occurs when a person hasthe desire and willingness to perform anactivity or action in order to achieve certaingoals.In essence that motivation is a psychologicalcondition that drives someone to dosomething.The types of motivation put forward bydifferent experts. As according to NanaSyaodih Sukmadinata (2009: 63) motivationbased on its nature can be distinguished on



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three kinds, namely:1. Motivation of fear or fear motivation, the

individual does something because2. Intensive motivation or intensivemotivation,

the individual does the deed to get anincentive.

3. Attitude or attitude motivation or selfmotivation. This motivation is more

intrinsic,emerging from within the individual, in

contrastto the two previous motivations that areextrinsic and come from outside the self.

Meanwhile, according to Sardiman(2008: 86), motivation can be seen from thebasis of its formation, namely:1. Inborn motives are motives that are brought

from birth, so the motivation exists withoutbeing learned, such as the drive to eat, the

driveto drink, the drive to work, to rest, the sexdrive.

2. The motives studied are the motives thatarise

from being learned, such as the drive tolearn,

the impulse to teach.

Then Hamzah Uno (2011: 4) states that"from the point of the source that gives rise tothe motives are distinguished two kinds,namely intrinsic motives and extrinsicmotives." Intrinsic motives are the motivesthat arise on the self-consciousness of theindividual and does not require externalstimuli. While extrinsic motive is a motive thatarises because of the stimuli from the outside,such as a conducive atmosphere, rewards andpunishment or reward.

From the description above, it can beexplained that the motivation can arise fromyourself or from outside himself. So, here therole of teachers is how to learners can generatemotivation to learn.

Understanding Ability

Ability is the ability or potential of anindividual to master the skill in performing orperforming various tasks in a job or anassessment of one's actions.

Group of Ability Factors

1. Intellectual AbilityIntellectual ability is the ability needed

to perform various mental activities-thinking,reasoning, and solving problems. Individualsin most societies place intelligence, and for theright reasons, at a high value. Intelligentindividuals are also more likely to be leadersin a groupThe seven most frequently mentioneddimensions that shape intellectual ability are:

1. Numerical Intelligence2. Verbal Understanding3. Perception Speed4. Inductive Rasoning5. Deductive Reasoning6. Spatial Visualization

2. Physical AbilityPhysical Ability is the ability of tasks

that demand stamina, skill, strength, andsimilar characteristics. Research on the variousrequirements required in hundreds of jobs hasidentified nine basic capabilities covered in theperformance of physical tasks. Each individualhas a basic ability is different.

Learning Results Indicator Components

Learning outcomes are things that canbe viewed from two sides of the student sideand from the teacher side. From the studentside, learning outcomes are a better level ofmental development when compared to beforelearning. The level of mental development ismanifested in the types of cognitive, affective,and psychomotor domains. While from theteacher side, the result of learning is when thecompletion of learning materials. The resultscan also be interpreted is that if someone haslearned will change the behavior of the person,for example from not knowing to know, andfrom not understand to understand.

Learning outcomes are a culmination ofthe learning process. The learning outcomesoccur mainly due to teacher evaluation.Learning outcomes can be the impact ofteaching and impact accompaniment. Botheffects are beneficial for teachers and students.According to Woordworth (in Ismihyani2000), learning outcomes are a change inbehavior as a result of the learning process.



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Woordworth also said that learning outcomesare actual abilities that are measured directly.The results of this learning measurement willeventually find out how far the educationaland teaching objectives have been achieved.

From the explanation of some experts, itcan be concluded that learning is essentially aprocess of changing student behavior in thetalents of experience and training. This meansthat the purpose of teaching and learningactivities is a change in behavior, whetherinvolving knowledge, skills, attitudes, andeven covering the whole aspect of the person.Teaching and learning activities such asorganizing learning experiences, assessing theprocess and learning outcomes, are included inthe scope of teacher responsibilities inachieving student learning outcomes.

Based on the theory of Bloom's Taxonomy thelearning outcomes in the framework of studyare achieved through three categories ofdomains including cognitive, affective,psychomotor. The details are as follows:1. Cognitive Sphere

With regard to the intellectuallearning outcomes consisting of sixaspects of knowledge, understanding,application, analysis, synthesis andassessment.

2. Affective SphereWith regard to attitudes and

values. Affective domain includes fivelevels of ability to accept, answer or react,assess, organization and characterize witha value or value complex.

3. Psychomotor domainsIncludes motor skills,

manipulation of objects, neuromuscularcoordination (linking, observing).

The types of cognitive learningoutcomes are more dominant than affectiveand psychomotor because they are moreprominent, but psychomotor and affectivelearning outcomes should also be part of theassessment results in the learning process inschool.

Learning outcomes are used byteachers to be a measure or criteria inachieving an educational goal. This can beachieved if the students already understand

learning by accompanied by better behavioralchanges.

Howard Kingsley divides 3 kinds oflearning outcomes:a. Skills and Habitsb. Knowledge and Understandingc. Attitudes and Goals

This opinion of Horward Kingsleyshows the result of changes from all learningprocess. The results of this study will stick tothe students themselves because it has becomepart of the student's life.

Based on the above understanding itcan be synthesized that the learning outcome isa final assessment of the process and theintroduction that has been done repeatedly.And will be stored for a long time or even willnot disappear forever because the results oflearning to participate in the form of personalindividuals who always want to achieve betterresults so that will change the way of thinkingand generate better work behavior.

While the intent of the indicator is ameasurable and / or observable behavior toshow the achievement of certain basiccompetencies that become the reference of thesubject assessment.

Basically, the disclosure of learningoutcomes encompasses all aspects ofpsychology, in which aspects gradually changealong with the experience and learning processundertaken by students. But it can not be thateasy, because sometimes for the affectivedomain is very difficult to see the results oflearning. This is because the learningoutcomes are non-palpable. Therefore, whatteachers can do is take a snippet of behavioralchange as a result of learning that isconsidered important and is expected to reflectthe results of the learning, both from theaspects of creativity (cognitive), aspects oftaste (affective), aspect of psychological(psychomotor) .The following are presented operational wordsthat can be used for indicators of learning,whether involving aspects of cognitive,affective, and psychomotor.

To select the operational words in theindicator can see the list of operational wordsdebimana mentioned above. However,teachers can also add other operational words



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to formulate indicators according to thecharacteristics of learners, regional needs andconditions of each educational unit. Then afterthe indicator of learning outcomes of basiccompetencies to be taught has been identified,then developed in the sentence indicator whichis the characteristic of basic competence.

Understanding Mathematical Concepts

Mathematics is a universal sciencethat underlies the development of moderntechnology, has an important role in variousdisciplines and develop the human mindpower. Rapid development in the field ofinformation and communication technologytoday is based on the development ofmathematics in the field of number theory,algebra, analysis, discretionary theories ofopportunity and mathematics. To master andcreate technology in the future requires astrong mastery of mathematics from an earlyage.

Given the importance of thismathematical role, efforts to improvemathematical teaching systems have alwaysbeen a concern, especially for governmentsand mathematics education specialists. One ofthe real efforts that has been made by thegovernment is seen in the improvement of themathematics curriculum. The enactment ofLaw Number 20 of 2003 on NationalEducation System and Government RegulationNumber 6 of 2007 on National EducationStandards brings implications for the systemand implementation of education includingcurriculum development and implementation.

In the process of teaching, the mostimportant thing is the achievement of the goalis that students are able to understandsomething based on learning experience. Thisunderstanding ability is very fundamental,because with understanding will be able toachieve the knowledge of the procedure.

According Purwanto (1994: 44)understanding is the level of ability thatexpects students to understand the meaning orconcepts, situations and facts that know. WhileMulyasa (2005: 78) states that understandingis the cognitive and affective depth possessedby individuals. Furthermore Ernawati (2003:8) suggests that what is meant by

understanding is the ability to grasp suchnotions as being able to express a materialpresented in another form that can beunderstood, able to interpret and be able toclassify it.

According to Virlianti (2002: 6)suggests that understanding is a conceptionthat can be digested or understood by learnersso that they understand what is meant, able tofind ways to express the conception, and canexplore the possibilities associated.

Based on the understanding aboveunderstanding, the authors concludeunderstanding is a systematic way ofunderstanding and telling about something hegained.

Each mathematics learning materialcontains a number of concepts that studentsshould like. Understanding the conceptAccording to Ruseffendi (1998: 157) is anabstract idea that allows us to classify orclassify the object or event is an example andnot an example of the idea.

Understanding the concept is veryimportant, because with the mastery of theconcept will facilitate students in learningmathematics. In every learning cultivated moreemphasis on mastery of the concept so thatstudents have a good basic foundation toachieve other basic skills such as reasoning,communication, connection and problemsolving.

Conceptualization is the level of studentlearning outcomes that can define or describesome or define instructional materials usingtheir own sentences. With the student's abilityto explain or define, then the student hasunderstood the concept or principle of a lessoneven though the given explanation has asentence arrangement that is not the same asthe given concept but the same meaning.

According to Sanjaya (2009) said whatin the intent of understanding the concept isthe ability of students in the form of masteryof a number of subject matter, where studentsnot only know or remember a number ofconcepts learned, but able to re-express inanother form that is easy to understand,Applying concepts that fit their cognitivestructure.



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Based on the description above, theauthors can conclude the definition ofconceptual understanding is the ability of aperson to reiterate the knowledge obtained inthe form of speech and writing to people sothat other people really understand what isdelivered.

Given the importance of understandingthe concept, According to Hiebert andCarpenter (in Dafril: 2011). Stressed teachinghas at least five advantages:1. Understanding generative means that if a

person has understood a concept, then thatknowledge will lead to another

understandingbecause of the interconnection betweenknowledge that the student has so that any

newknowledge through the relationship withthe existing knowledge before.

2. The understanding of spurred memorymeans that a well-understood knowledgewill be organized and linked effectivelywith other knowledge through organizingschemes or knowledge more efficientlywithin the cognitive structure of thinkingso that knowledge is easier to remember.

3. Understanding reduces the number ofthings that must be remembered means thefabric that is formed between theknowledge of one another in the cognitivestructure of students who study it with fullunderstanding is a very good network.

4. Understanding improve the transfer oflearning means understanding of amathematical concept will be obtainedstudents who actively find similarity of thevarious concepts. This will help studentsto analyze whether a particular conceptcan be applied to a particular condition.

5. Understanding affects the beliefs ofstudents means that students whounderstand math well will have positivebeliefs which will further help thedevelopment of mathematical knowledge.

According Sanjaya (2009) theindicators contained in the understanding ofthe concept include:1. Able to verbally predict what has been

achieved

2. Be able to present the mathematicalsituation into various ways and know thedifference,

3. Be able to classify objects based onwhether or not fulfilled the requirementsthat form the concept,

4. Able to apply the relationship betweenconcepts and procedures,

5. Able to provide examples and examples ofcons of the concepts studied,

6. Able to apply the concept algorithm,7. Be able to develop the concept that has

been studied.

RESEARCH METHODS

1. Research ObjectsThis study, the authors choose the

object of research is the City of PadangPanjang. To obtain data through BPS (CentralBureau of Statistics) and other literaturesrelated to the Analysis of Factors AffectingStudent Learning Outcomes in MathematicsCourses (Case Study: UPI YPTK Students).

2. Research Variables and OperationalDefinition

The variables used in this research are:1. Dependent or Bound Variable (Y)

As Dependent Variable in research isLearning

Outcome with Case Study: Student UPIYPTK.2. Independent Variables (X1 and X2)

In this case used as an Independent Variableis

Expertise or Ability and Motivation.3. Data Types

As the type of data from the research thatthe

authors do is the primary data is dataobtained

From field studies through questionnaireswith

interview techniques.4. Analysis Method

To examine the Analysis of FactorsAffecting

Student Learning Outcomes on the EyesMathematics Lecture (Case Study: UPI

YPTK



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Student) with the following regression.model:

Y= a + b1X1 + b2X2 .........(1)Where:Y = Learning OutcomesX1 = Expertise or AbilityX2 = Motivationa = Constantsb = Regression Coefficient for eachIndependent Variable (Expertise or Ability and

Motivation)5.Hypothesis Testing

1. Testing t (t-test)That is to test the regression

relationship separately. The test isconducted to see the significance of eachvariable separately (partial) to thedependent variable with the hypothesisprovisions, as follows (Damodar Gujarati,2006):

ns

nt

..............................(2)

t = Calculated t valueSβn = Standard ErrorRespectively Variable

n = Regression CoefficientRespectively Variable

For this test used hypothesis, asfollows:Ho: βi = 0, where: (there is no influenceof

independent variable to the dependentvariable/regression coefficient is notsignificant)

Ha: βi ≠ 0, where: (there is the influenceof

independent variables on thedependent

variable/regression coefficientsignificant)The test is done by comparing the t-countvalues obtained from the coefficient tablewith the error rate of 5% (α = 0,05) andthe degree of freedom (df) of (n-k) withthe provision of decision making asfollows:- If t-count <t-table, then Ho accepted

and Ha rejected (not significant)- If t-count > t-table then Ho is rejected

and Ha accepted (significant)

2. Testing F (F-test)That is testing done by comparing

the value of F-count with F-table. Thistest aims to see whether or not theinfluence of all independent variables onthe dependent variable or testingsimultaneously. The value of F-test or F-arithmetic is obtained by using the model,as follows (Damodar Gujarati, 2006):

)/()1(

1/2

2

tknR

kRF

.............(3

)Where:F = F Value CalculatedR2 = Coefficient of Determinationk = Number of Variablesn = Number of Year Observations

The value of F-arithmetic resulting fromthe above calculation (based on theANOVA table) with an error rate of 5percent and the degree of freedom (df) of(n-k), (k-l): df1 = (k-l), df2 = (n-k) withthe provisions of decision making, asfollows:

- If F-count <F-table, then the nullhypothesis

(Ho) is accepted and alternativehypothesis

(Ha) is rejected, meaning free variablehas no

influence or not significant to thedependent variable.

- If F-arithmetic> F-table, then Ho isrejected

and Ha accepted which means freevariable

has influence and significant todependent

variable.

3. Testing R2

Testing R2 or coefficient ofdetermination useful to see how big theproportion of the contribution of allindependent variables to the rise and fallof the value of the dependent variable,which is seen from the table ModelSummary



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Results of testing the coefficient ofdeterminationReflecting measurements:- It is the determination of a regressionline that is assigned to a group of data ofthe result of observation (goodness offit), where the greater the value of R2

the better the result of a regression line,and the smaller the R2 value the worsethe result of the regression line. Thevalue of R2 is 0≤ R2 ≤ 1. If R2 = 0 orclose to zero, then between independentvariable and independent variable is not

related and vice versa if R2 = 1, then theindependent variable and theindependent variable are perfect.- It is the measurement of the proportionof the number of variations of thedependent variable described by theregression model or the amount of thecontribution of the independent variableto the ups and downs of the dependentvariable. Therefore, in this study thenumber of independent variables morethan two (2), then used Adjusted RSquare.

Tabel.1 Model Summary

Model RR

SquareAdjustedR Square

Std.Error of

theEstimat

e1

,849a ,721 ,7152,7808

6a. Predictors: (Constant), X2, X1b. Dependent Variable: Y

Based on Table 1 above that the variance ofthe ups and downs of the influence ofExpertise or Ability and Motivation onLearning Outcomes Mathematics Coursesespecially in UPI YPTK students obtained by

71.5 percent while the rest of 28.5 percent isanother factor outside the model of thisstudy.The model in question is:

Y = a + b1X1 + b2X2

Y = 8,379 + 0,030X1 + 0,406X2

Tabel.2 ANOVAb

ModelSum ofSquares df

MeanSquare F Sig.

1 Regression

1934,634 2967,31

7125,08

7,000

a

Residual 750,116 97 7,733Total 2684,750 99

a. Predictors: (Constant),X2, X1b. Dependent Variable: Y

Table 2 above shows that simultaneously thereis a positive and significant influence betweenExpertise or Ability and Motivation onLearning Outcomes of Mathematics Courses

especially UPI YPTK Students, where theresults obtained F-count value = 125.087 witha significance of 0.000 compared With F-table= 3.09 with alpha = 0.05.



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Tabel.3. Coefficient

Model

Unstandardized

Coefficients

Standardized

Coefficients

t Sig.BStd.Error Beta

1 (Constant)

8,379 2,446 3,426 ,001

X1 5,832 2,873 10,048 2,029 ,000X2

,406 ,040 ,88610,27

4,000

a. DependentVariable: Y

The results shown in Table 3 above thatpartially (each / separate) shows the influenceof Expertise or Ability and Motivation onStudent Results in Mathematics Subjects,especially UPI YPTK Students, where eachobtained t-count results X1 = 2,029 And t-arithmetic X2 = 10,274 whereas thesignificance of each is 0,000 and 0,000.

Gambar.1

Figure 1 above shows that the data from thisresearch is normally distributed, where thepoints in Figure 1 above approach the diagonalline.Likewise with Fig.2, (shown in the figurebelow), where the points on the image arespreading and not forming a shape.

Gambar.2

CONCLUSION

1. Coefficient Testing Determination, wherethe variance rise and fall of influence Skillsor Ability and Motivation of LearningOutcomes Mathematics courses, especiallyon UPI YPTK students obtained by 71.5percent while the remaining 28.5 percent isanother factor outside the model of thisstudy. This means that enough influencebetween the two independent variables tothe dependent variable.

2. Simultaneous Testing, that simultaneouslythere is a positive and significant influenceamong the Expertise or Ability andMotivation to the Results of MathematicsLearning Course especially YPTK UPIStudents, where the results obtained F-



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count = 125.087 with a significance of0.000 compared With F-table = 3.09 withalpha = 0.05.

3. Partial Testing, partially (each / separate)shows the influence of Expertise or Abilityand Motivation on Student Results inMathematics Course, especially UPI YPTKStudents, where each obtained t-countresults X1 = 2.029 and t-count X2 = 10,274while the significance of each is 0,000 and0,000.

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ANALYSIS OF FACTORS AFFECTING STUDENT LEARNING …