Pengaruh Gaya Belajar dan Disiplin Belajar Terhadap Hasil belajar Matematika Siswa

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh gaya belajar dan disiplin belajar terhadap hasil belajar matematika siswa kelas XI SMAN 1 Kopang tahun ajaran 2024/2025. Jenis Penelitian kuantitatif dengan metode ex post facto. Populasi pada penelitian ini siswa kelas XI SMAN 1 Kopang yang berjumlah 98 siswa. Teknik pengambilan sampel menggunakan simple random sampling dengan rumus Taro Yamane dan diperoleh sampel berjumlah 51 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan angket dan. Teknik analisis data menggunakan uji prasyarat, uji hipotesis, uji regresi sedehana dan regresi berganda serta analisis korelasi. Hasil penelitian menunjukan hubungan antara gaya belajar terhadap hasil belajar matematika siswa dapat digambarkan melalui persamaan Y= 0,501X1 + 27,995. Hasil penelitian menunjukan hubungan antara disiplin belajar terhadap hasil belajar matematika siswa dapat digambarkan melalui persamaan Y= 0,646X2 + 22,975. Hasil penelitian menunjukan hubungan antara gaya belajar dan disiplin belajar terhadap hasil belajar matematika siswa dapat digambarkan melalui persamaan Y= 0,501X1 + 27,995. Kesimpulan, terdapat pengaruh secara simultan gaya belajar dan disiplin belajar terhadap hasil belajar matematika siswa dengan koefisien determinasi sebesar 24,4%This study aims to determine the influence of learning styles and learning discipline on mathematics achievement among Grade XI students at SMAN 1 Kopang in the 2024/2025 academic year. This is a quantitative study using the ex post facto method. The population consists of 98 students, and the sample of 51 students was selected using simple random sampling based on the Taro Yamane formula. Data were collected through questionnaires and tests, and analyzed using linear regression. The relationship between learning styles and mathematics achievement is expressed by the equation Y= 0,501X1 + 27,995, with a correlation coefficient of 0.320, indicating a weak relationship. Meanwhile, the relationship between learning discipline and mathematics achievement is expressed by Y= 0,646X2 + 22,975, with a correlation of 0.435, indicating a moderate relationship. Simultaneously, learning styles and learning discipline together show a relationship with mathematics achievement through Y= 0,459X1 + 0,618X2, with a correlation coefficient of 0.524, categorized as moderate. The coefficient of determination is 24.4%, indicating that both variables simultaneously influence students’ mathematics learning outcomes.