DAMPAK REGULASI DIRI, KECERDASAN INTERPERSONAL, DAN METAKOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA
DOI: https://doi.org/10.30605/vax03t19
Regulasi Diri, Kecerdasan Interpersonal, Metakognitif, Hasil Belajar, Matematika
Abstract
Studi kuantitatif ex-post facto dilakukan dengan tujuan mengetahui dampak regulasi diri, kecerdasan interpersonal dan Metakognitif terhadap hasil belajar matematika mahasiswa Pendidikan Matematika Universitas Sulawesi Barat angkatan 2023. Populasi yang menjadi subjek pada studi ini adalah mahasiswa program studi Pendidikan Matematika Universitas Sulawesi Barat angkatan 2023 yang mengambil mata kuliah Teori Peluang yang berjumlah 70 mahasiswa. Penentuan sampel dalam penelitian ini dengan cara teknik sampel jenuh sehingga diperoleh sampel sebanyak 70 mahasiswa. Instrumen yang digunakan berupa angket regulasi diri, angket kecerdasan interpersonal, angket metakognitif dalam pembelajaran matematika, dan dokumen penilaian hasil belajar dari Ujian Akhir Semester (UAS) pada mata kuliah Teori Peluang. Analisis data menggunakan Analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan bahwa: (1) Regulasi diri secara parsial memberikan dampak positif serta signifikan terhadap hasil belajar matematika mahasiswa, (2) Kecerdasan interpersonal secara parsial memberikan dampak positif serta signifikan terhadap hasil belajar matematika mahasiswa, (3) Metakognitif secara parsial memberikan dampak positif serta signifikan terhadap hasil belajar matematika mahasiswa (4) Regulasi diri, kecerdasan interpersonal, dan metakognitif dalam pembelajaran matematika secara simultan atau bersama-sama memberikan pengaruh positif serta signifikan terhadap hasil belajar matematika mahasiswa.
Downloads
References
Anisa Nurgiyanti, M. F. J. S. (2025). Analisis Dukungan Keluarga, Konsep Diri dan Regulasi DiriDalam Meningkatkan Motivasi BelajarTitle. Jurnal Ilmu Pendidikan Jayapura Press, 8(3), 208–217. https://doi.org/https://doi.org/10.37329/cetta.v8i3.4261
Emanuel haru, Jenni Marlina, F. Den. (2024). Upaya Meningkatkan Regulasi Diri Pada Mahasiswa. Jurnal Alternatif Wacana Ilmiah Interkultural, 12(02). https://doi.org/10.60130/ja.v12i02.135
Fadilah, A. N., Tayeb, T., Nur, F., & Sriyanti, A. (2020). Pengaruh Kemandirian Belajar dan Regulasi Diri terhadap Prestasi Belajar Mahasiswa. 6, 100–115.
Güner, P., & Erbay, H. N. (2021). Metacognitive Skills and Problem-Solving. International Journal of Research in Education and Science, 7(3), 715–734. https://doi.org/https://doi.org/10.46328/ijres.1594.
Janna, N. (2024). Pengaruh Kecerdasan Interpersonal Terhadap Hasil Belajar Matematika. Al-Irsyad Journal of Mathematics Education, 3(1), 1–10. https://doi.org/10.58917/ijme.v3i1.89
Jumrah, & Anggriani, S. (2022). Peningktan aktivitas dan Hasil Belajar Matematika Melalui Penerapan Metode Problem Solving Increase of Activity and Math Learning Outcome through Problem Solving Method Application. AL-IRSYAD:: Journal of Mathematics Educations, 1(1), 39–53.
Maqsud, M. (2016). Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers. 40(2), 237–243. https://doi.org/https://doi.org/10.1080/0013188980400210
Maulidya, N. S., & Nugraheni, E. A. (2021). Analisis Hasil Belajar Matematika Peserta Didik Ditinjau dari Self Confidence. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(3), 2584–2593. https://doi.org/10.31004/cendekia.v5i3.903
Muthmainnah, T. A., Ariya, A. A., & Adnan, A. (2024). Konsep Dasar Metakognisi dalam Proses Pembelajaran. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 7(12), 13549–13556. https://doi.org/https://doi.org/10.54371/jiip.v7i12.6356
Nasir, N., & Wazithah, M. A. (2025). PERAN KESADARAN METAKOGNITIF, BERPIKIR LOGIS, DAN KEMANDIRIAN BELAJAR DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI GOWA. Pedagogy: Jurnal Pendidikan Matematika, 10(2), 182–200. https://doi.org/https://doi.org/10.30605/pedagogy.v10i2.5756
Nurfa, R., & Quraisy, A. (2021). Pengaruh Self-Regulated Learning Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 5 Takalar. Prosiding Seminar Nasional Pendidikan Matematika Universitas Mulawarman, 1, 2830–3059. https://jurnal.fkip.unmul.ac.id/index.php/psnpm/article/view/1034
Pramana, A. P., Purwaningsih, W. I., & Darmono, P. B. (2024). Analisis Kemampuan Metakognitif Siswa dalam Pemecahan Masalah Matematika pada Siswa SMP Kelas VIII. JURNAL MathEdu (Mathematic Education Journal), 7(2), 7–14. https://doi.org/https://doi.org/10.37081/mathedu.v7i2.5862
Rustam, A., & Wahyuni, D. S. (2020). Pengaruh Efikasi Diri Dan Regulasi Diri Terhadap Hasil Belajar Matematka Siswa Kelas X Sma Alkhairaat 1 Palu. Guru Tua : Jurnal Pendidikan Dan Pembelajaran, 3(1), 61–68. https://doi.org/10.31970/gurutua.v3i1.48
Sagitarini, N. M. ., Candiasa, I. ., & Pujawan, I. G. . (2023). Pengaruh ketahanmalangan, regulasi diri dan efikasi diri terhadap prestasi belajar matematika. Jurnal Penelitian Dan Evaluasi Pendidikan Indonesia, 13(1), 27–43. https://doi.org/https://doi.org/10.23887/jpepi.v13i1.1874
Saihu, S. (2020). The Effect of Using Talking Stick Learning Model on Student Learning Outcomes in Islamic Primary School of Jamiatul Khair, Ciledug Tangerang. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 6(01), 61. https://doi.org/10.32678/tarbawi.v6i01.2325
Saragih, A. (2023). Pengaruh Kecerdasan Interpersonal Siswa Terhadap Prestasi Belajar Matematika. Jurnal Pendidikan, Matematika Dan Sains, 8(1), 114–127. http://ejournal.uki.ac.id/index.php/edumatsains/article/view/4702
Syamsuriyawati, S., Khaerani, K., & Setyawan, D. (2024). Pengaruh Kemampuan Metakognisi terhadap Hasil Belajar Matematis Siswa. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(2), 788–798.
Toikka, S., Eronen, L., Atjonen, P., & Havu-Nuutinen, S. (2024). Combined conceptualisations of metacognitive knowledge to understand students’ mathematical problem-solving. Cogent Education, 11(1), 2357901. https://doi.org/https://doi.org/10.1080/2331186X.2024.2357901
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Saharuddin, Haryanti Dahlan
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
