•  
  •  
 

Document Type

Article

Abstract

Student engagement is the most crucial factor in learning activities because it is the main factor in improving student learning outcomes in class. This study aims to develop instruments and evaluate student involvement in learning mathematics to achieve maximum learning outcomes at school. The population in this study was all high school students in Riau Province. The sample is 150 high school students selected by multiple-stage random sampling based on high, medium, and low student achievement levels. Data analysis in this study was carried out four times: (1) data analysis based on the results of expert assessment of the instrument with the Aiken formula; (2) small-scale validity data analysis with first-order CFA; (3) large-scale data analysis with second-order CFA analysis; (4) descriptive analysis to see the categorization of student learning engagement in Riau Province whether in very good, good, not good and very not good. The analysis using the Aiken formula shows that 24 out of 27 items developed are valid. The first-order CFA analysis shows that the 24 items distributed are valid. The second-order analysis shows that the construct validity of the learning involvement variable is valid and reliable. The analysis of learning involvement results shows that students' involvement in learning mathematics is in the not-good category. The Riau provincial government needs to maximize student learning engagement which can be done by regulating students' effective study hours at school and home. Collaboration between parents and schools must be improved so parents can control student learning outside of school.

First Page

14

Last Page

25

Issue

1

Volume

27

Digital Object Identifier (DOI)

10.21831/pep.v27i1.58176

References

Ács, P., Betlehem, J., Oláh, A., Bergier, J., Melczer, C., Prémusz, V., & Makai, A. (2020). Measurement of public health benefits of physical activity: Validity and reliability study of the international physical activity questionnaire in Hungary. BMC Public Health, 20(1), 1-10. https://doi.org/10.1186/s12889-020-08508-9

Acharya, B. R. (2017). Factors affecting difficulties in learning Mathematics by Mathematics learners. International Journal of Elementary Education, 6(2), 8-15. https://doi.org/10.11648/j.ijeedu.20170602.11

Adeshola, I., & Agoyi, M. (2022). Examining factors influencing e-learning engagement among university students during covid-19 pandemic: A mediating role of "learning persistence". Interactive Learning Environments, 1-15. https://doi.org/10.1080/10494820.2022.2029493

Alemayehu, L., & Chen, H.-L. (2021). The influence of motivation on learning engagement: The mediating role of learning self-efficacy and self-monitoring in online learning environments. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2021.1977962

Amir, Z., & Risnawati, R. (2015). Psikologi pembelajaran Matematika. Aswaja Pressindo.

Andrian, D. (2019). Developing an instrument to evaluate the influential factors of the success of local curriculum. REID (Research and Evaluation in Education), 5(1), 75-84. https://doi.org/10.21831/reid.v5i1.23980

Andrian, D., Kartowagiran, B., & Hadi, S. (2018). The instrument development to evaluate local curriculum in Indonesia. International Journal of Instruction, 11(4), 921-934. https://doi.org/10.12973/iji.2018.11458a

Avis, J. (2020). Vocational education in the fourth industrial revolution education and employment in a post-work age. Springer.

Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing construct validity in organizational research. Administrative Science Quarterly, 36(3), 421-458. https://doi.org/10.2307/2393203

Bonilla-Molina, L. (2020). Covid-19 on route of the fourth industrial revolution. Postdigital Science and Education, 2(3), 562-568. https://doi.org/10.1007/s42438-020-00179-4

Borg, W. R., & Gall, M. D. (1983). Educational research (4th ed.). Longman.

Bray, A., Byrne, P., & O'Kelly, M. (2020). A short instrument for measuring students' confidence with 'key skills'(sicks): Development, validation and initial results. Thinking Skills and Creativity, 37, 100700. https://doi.org/10.1016/j.tsc.2020.100700

Browning, C., Edson, A. J., Kimani, P. M., & Aslan-Tutak, F. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on geometry and measurement. Mathematics Enthusiast, 11(2), 333-383. https://doi.org/10.54870/1551-3440.1306

Chao, T., Chen, J., Star, J. R., & Dede, C. (2016). Using digital resources for motivation and engagement in learning mathematics: Reflections from teachers and students. Digital Experiences in Mathematics Education, 2(3), 253-277. https://doi.org/10.1007/s40751-016-0024-6

Clifton, J. D. W. (2020). Happy in a crummy world: Implications of primal world beliefs for increasing wellbeing through positive psychology interventions. The Journal of Positive Psychology, 15(5), 691-695. https://doi.org/10.1080/17439760.2020.1789703

Daumiller, M., Rinas, R., Olden, D., & Dresel, M. (2020). Academics' motivations in professional training courses: Effects on learning engagement and learning gains effects on learning engagement and learning gains. International Journal for Academic Development, 1-17. https://doi.org/10.1080/1360144X.2020.1768396

Hadi, S., Andrian, D., & Kartowagiran, B. (2019). Evaluation model for evaluating vocational skills programs on local content curriculum in Indonesia: Impact of educational system in Indonesia. Eurasian Journal of Educational Research, 19(82), 45-62. https://dergipark.org.tr/tr/pub/ejer/issue/48089/608114

Hadi, S., Maisaroh, S., Hidayat, A., & Andrian, D. (2022). An instrument development to evaluate teachers' involvement in planning the schools' budgeting at elementary schools of Yogyakarta province. International Journal of Instruction, 15(2), 1087-1100. https://doi.org/10.29333/iji.2022.15260a

van den Heuvel-panhuizen, M., & Drijvers, P. (2014). Realistic Mathematics education. In Lerman, S. (Eds.), Encyclopedia of Mathematics education. Springer. https://doi.org/10.1007/978-94-007-4978-8_170

Igbo, J. N., & Omeje, J. C. (2014). Perceived efficacy of teacher-made instructional materials in promoting learning among Mathematics-disabled children. SAGE Open, 4(2), 1-6. https://doi.org/10.1177/2158244014538431

Jay, T., Rose, J., & Simmons, B. (2018). Why is parental involvement in children's Mathematics learning hard? Parental perspectives on their role supporting children's learning. SAGE Open, 8(2). https://doi.org/10.1177/2158244018775466

Kersting, N., Givvin, K. B., Angeles, L., Stigler, J., & Angeles, L. (2010). Teachers' analyses of classroom video predict student learning of Mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(72), 172-181. https://doi.org/10.1177/0022487109347875

Khalid, F., Mirza, S. S., & Bin-feng, C. (2020). Learning engagements and the role of religion. SAGE Open, 1-14. https://doi.org/10.1177/2158244019901256

Korpershoek, H., Kuyper, H., & van der Werf, G. (2015). The relation between students' math and reading ability and their Mathematics, Physics, and Chemistry examination grades in secondary education. International Journal of Science and Mathematics Education, 13(5), 1013-1037. https://doi.org/10.1007/s10763-014-9534-0

Leung, W. T. V., Tam, T. Y. T., Pan, W. C., Wu, C. D., Lung, S. C. C., & Spengler, J. D. (2019). How is environmental greenness related to students' academic performance in English and Mathematics? Landscape and Urban Planning, 181(1), 118-124. https://doi.org/10.1016/j.landurbplan.2018.09.021

Li, H., Zhang, A., Zhang, M., Huang, B., Zhao, X., Gao, J., & Si, J. (2021). Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children. Contemporary Educational Psychology, 66(1), 101984. https://doi.org/10.1016/j.cedpsych.2021.101984

Marini, A. (2017). Character building through teaching learning process: Lesson in Indonesia. Ponte Academic Journal, 73(5), 177-182. https://doi.org/10.21506/j.ponte.2017.5.43

Mehrolia, S., Alagarsamy, S., & Sabari, M. I. (2021). Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis. Heliyon, 7(5), e07000. https://doi.org/10.1016/j.heliyon.2021.e07000

Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J. M., Ramírez-Montoya, M. S., Navarro-Tuch, S. A., Bustamante-Bello, M. R., Rosas-Fernández, J. B., & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers and Electrical Engineering, 93(February), 1-13. https://doi.org/10.1016/j.compeleceng.2021.107278

Moon, J., & Ke, F. (2020). Exploring the relationships among middle school students' peer interactions, task efficiency, and learning engagement in game-based learning. Simulation and Gaming, 51(3), 310-335. https://doi.org/10.1177/1046878120907940

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International results in mathematics and science. TIMSS & PIRLS International Study Center. https://timss2019.org/reports/wp-content/themes/timssandpirls/download-center/TIMSS-2019-International-Results-in-Mathematics-and-Science.pdf

Nicolella, D. P., Torres-Ronda, L., Saylor, K. J., & Schelling, X. (2018). Validity and reliability of an accelerometer-based player tracking device. PloS One, 13(2), e0191823. https://doi.org/10.1371/journal.pone.0191823

OECD. (2018). PISA 2018 Worldwide ranking - average score of mathematics, science and reading. https://factsmaps.com/pisa-2018-worldwide-ranking-average-score-of-mathematics-science-reading/

Pan, Y. T., Yang, K. K., Hong, Z. R., & Lin, H. S. (2018). The effect of interest and engagement in learning science on adults' scientific competency and environmental action. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1609. https://doi.org/10.29333/ejmste/94225

Panaoura, R. (2021). Parental involvement in children's Mathematics learning before and during the period of the COVID-19. Social Education Research, 2(1), 65-74. http://ojs.wiserpub.com/index.php/SER/

Risnawati, R., Andrian, D., Azmi, M. P., Amir, Z., & Nurdin, E. (2019). Development of a definition maps-based plane geometry module to improve the student teachers' mathematical reasoning ability. International Journal of Instruction, 12(3), 541-560. https://doi.org/10.29333/iji.2019.12333a

Setiawan, A., Mardapi, D., & Andrian, D. (2019). The Development of Instrument for Assessing Students' Affective Domain Using Self-and Peer-Assessment Models. International Journal of Instruction, 12(3), 425-438. https://doi.org/10.29333/iji.2019.12326a

Shrotryia, V. K., & Dhanda, U. (2019). Content validity of assessment instrument for employee engagement. SAGE Open, 9(1). https://doi.org/10.1177/2158244018821751

Takeuchi, M. A. (2018). Power and identity in immigrant parents' involvement in early years mathematics learning. Educational Studies in Mathematics, 97(1), 39-53. https://doi.org/10.1007/s10649-017-9781-4

Taylor-Ritzler, T., Suarez-Balcazar, Y., Garcia-Iriarte, E., Henry, D. B., & Balcazar, F. E. (2013). Understanding and measuring evaluation capacity: A model and instrument validation study. American Journal of Evaluation, 34(2), 190-206. https://doi.org/10.1177/1098214012471421

Teo, T., Unwina, S., Scherer, R., & Gardinera, V. (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers & Education, 170(September), 104223. https://doi.org/10.1016/j.compedu.2021.104223

Terwee, C. B., Prinsen, C. A. C., Chiarotto, A., Westerman, M. J., Patrick, D. L., Alonso, J., Bouter, L. M., De Vet, H. C. W., & Mokkink, L. B. (2018). COSMIN methodology for evaluating the content validity of patient-reported outcome measures: A Delphi study. Quality of Life Research, 27(5), 1159-1170. https://doi.org/10.1007/s11136-018-1829-0

Wahyuni, A., Effendi, L. A., Angraini, L. M., & Andrian, D. (2020). Developing instrument to increase students' geometry ability based on Van Hiele level integrated with Riau Malay culture. Jurnal Penelitian Dan Evaluasi Pendidikan, 24(2), 208-217. https://doi.org/10.21831/pep.v24i2.33811

Wang, S., & Zhang, D. (2020). Perceived teacher feedback and academic performance: The mediating effect of learning engagement and moderating effect of assessment characteristics. Assessment & Evaluation in Higher Education, 1-15. https://doi.org/10.1080/02602938.2020.1718599

Watt, H. M. G., Carmichael, C., & Callingham, R. (2017). Students' engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education. School Psychology Internationa, 38(2), 1-8. https://doi.org/10.1177/0143034316688373

Wright, P. M., & Craig, M. W. (2011). Tool for assessing responsibility-based education (TARE): Instrument development, content validity, and inter-rater reliability. Measurement in Physical Education and Exercise Science, 15(3), 204-219. https://doi.org/10.1080/1091367X.2011.590084

Yüksel, I. (2014). Impact of activity-based mathematics instruction on students with different prior knowledge and reading abilities. International Journal of Science and Mathematics Education, 12(6), 1445-1468. https://doi.org/10.1007/s10763-013-9474-0

Zakaria, E., & Syamaun, M. (2017). The effect of realistic Mathematics education approach on students' achievement and attitudes towards Mathematics. Mathematics Education Trends and Research, 2017(1), 32-40. https://doi.org/10.5899/2017/metr-00093

Share

COinS