Incorporating Learning Motivation and Self-Concept in Mathematical Communicative Ability

Abstract

This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X 1) and self-concept (X 2) can contribute to the mathematical communicative ability (Y). The test instruments showed the following results: (1) simple regressive equation Y on X 1 was Ŷ = 32.891 + 0.43X 1, simple linier regressive test Y on X 1 was F cal = 1.272< tab = 1.897 and pertained to linear regression at significant level of 5%, (2) simple regressive equation Y on X 2 was Ŷ = 33.68 + 0.44X 2, simple linear regressive test Y on X 2 was F cal = 0.616< tab = 1.897 and pertained to linear regression at significant level of 5%. The data analysis of the variable correlation could be seen as follows: (1) learning motivation (X 1) with mathematical communicative ability (Y) was r cal = 7.730> r tab = 4.020 indicated the positive correlation at significant level of 5%, (2) self-concept (X 2) with mathematical communicative ability (Y) was r cal = 8.375> r tab = 4.020 showed the positive correlation at significant level of 5%. The result of this study is that there was a positive relationship between learning motivation (X 1) and mathematical communicative ability (Y), and also self-concept (X 2) and mathematical communicative ability (Y).