Jurnal Riset Pendidikan Matematika


Correlational analysis, attitudes toward mathematics, mathematics learning achievement, mathematics learning

Document Type



Attitudes toward mathematics have been acknowledged among factors related to students' mathematics learning achievement. The positive attitudes may de­crease when the education level getting higher. This study applied a mixed-method approach to describe students' attitudes toward mathematics and to analyze the correlation between attitudes toward mathematics and mathematics learning achievement among students in the coastal area of Aceh Province, spe­cifically in Lhokseumawe City and North Aceh Regency. Total of 481 eleventh graders completed attitudes toward mathematics questionnaire online and 19 of them were involved in semi-structured interview. Data of mathematics learning achievement was obtained from students' scores in their report card of the pre­vious semester. Data analyses were conducted by using Spearman's correlation and chi-square test. The results of the study revealed that attitudes toward mathematics have a weak negative correlation but significant with mathematics learning achievement. This shows that there is a small percentage of students who have low learning achievement in mathematics tend to have a positive attitude towards mathematics in the high category, while students with high achievement on the contrary. Based on the results of the study, we provide seve­ral suggestions regarding learning mathematics and the direction of further research.

Page Range

33 - 45





Digital Object Identifier (DOI)





Abdurahim, A. (2016). Keefektifan model pembelajaran RESIK ditinjau dari sikap, motivasi, dan kemampuan berpikir kritis matematis siswa SMP [The effectiveness of the realistic model in cooperative setting in terms of the attitude, motivation, and mathematical critical thinking skill of junior high school students]. Jurnal Riset Pendidikan Matematika, 3(2), 137-149. https://doi.org/10.21831/jrpm.v3i2.7994

Adams, W. C. (2015). Conducting semi-structured interviews. In K. E. Newcomer, H. P. Hatry, & J. S. Wholey (Eds.), Handbook of practical program evaluation (pp. 492-505). John Wiley & Sons. https://doi.org/10.1002/9781119171386.ch19

Anastasia, A., & Urbina, S. (1997). Psychological testing. Prentice Hall.

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Wadsworth.

Astuti, R. D., & Abadi, A. M. (2015). Keefektifan pembelajaran Jigsaw dan TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika siswa [The effectiveness of Jigsaw and TAI learning in terms of students' reasoning competence and mathematics learning attitude]. Jurnal Riset Pendidikan Matematika, 2(2), 235-250. https://doi.org/10.21831/jrpm.v2i2.7339

Ayob, A., & Yasin, R. M. (2017). Factors affecting attitudes towards mathematics. International Journal of Academic Research in Business and Social Sciences, 7(11), 1100-1109. http://dx.doi.org/10.6007/IJARBSS/v7-i11/3548

Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students' attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170. https://doi.org/10.3102/0162373716670260

Cerbito, A. F. (2020). Comparative analysis of mathematics proficiency and attitudes toward mathematics of senior high school student. International Journal of Scientific and Research Publication, 10(5), 211-222. http://dx.doi.org/10.29322/IJSRP.10.05.2020.p10125

Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1), 1-10. https://doi.org/10.1177/2158244014522633

Fenanlampir, A., Batlolona, J. R., & Imelda, I. (2019). The struggle of Indonesian students in the context of TIMSS and PISA has not ended. International Journal of Civil Engineering and Technology, 10(2), 393-406.

Hadi, S., & Novaliyosi, N. (2019). TIMSS Indonesia (Trends in international mathematics and science study). Prosiding Seminar Nasional & Call for Papers, Program Studi Magister Pendidikan Matematika Universitas Siliwangi. http://jurnal.unsil.ac.id/index.php/sncp/article/view/1096

Hamed, S., Bahari, P., & Abdullah, A. G. K. (2008). Korelasi antara persekitaran pembelajaran matematik, sikap pelajar terhadap matematik, dan pencapaian pelajar dalam matematik: Satu kajian kes [Correlation between mathematics learning environment, students' attitudes toward mathematics, and student achievement in mathematics: A case study]. ESTEEM Academic Journal, 4(2), 91-103. https://uppp.uitm.edu.my/component/content/article/171.html

Isharyadi, R., & Deswita, H. (2017). Pengaruh mathematical beliefs terhadap prestasi belajar matematika siswa SMA [The effect of mathematical beliefs on senior high school students' mathematics learning achievement]. Pythagoras: Jurnal Program Studi Pendidikan Matematika, 6(1), 1-10. https://doi.org/10.33373/pythagoras.v6i1.596

Ismah, I., & Wibiastuti, E. R. (2015). Pengaruh letak geografis sekolah terhadap konsentrasi belajar matematika siswa Sekolah Menengah Pertama [The effect of school geographical location on the concentration of mathematics learning of junior high school students]. Fibonacci: Jurnal Pendidikan Matematika dan Matematika, 1(1), 82-96. https://doi.org/10.24853/fbc.1.1.82-96

Jemudin, F. D., Makur, A. P., & Ali, F. A. (2019). Hubungan sikap belajar dan motivasi belajar terhadap prestasi belajar matematika siswa SMPN 6 Langke Rembong [The relationship between learning attitude and motivation on mathematics learning achievement of students of SMPN 6 Langke Rembong]. Journal of Honai Math, 2(1), 1-12. https://doi.org/10.30862/jhm.v2i1.53

Kartianom, K., & Retnawati, H. (2018). Why are their mathematical learning achievements different? Re-analysis TIMSS 2015 data in Indonesia, Japan and Turkey. International Journal on New Trends in Education and Their Implications, 9(2), 33-46. http://www.ijonte.org/FileUpload/ks63207/File/03a.k._kartianom.pdf

Kurniati, L., & Fakhruddin, A. U. (2018). Prestasi belajar matematika ditinjau dari sikap optimis dan pesimis siswa SMA [Mathematics learning achievement based on the optimistic and pessimistic attitudes of senior high school students]. De Fermat: Jurnal Pendidikan Matematika, 1(2), 19-24. https://doi.org/10.36277/defermat.v1i2.22

Kusaeri, K., & Cahyan, E. D. H. (2016). Sikap, harapan, dan persepsi siswa pada matematika serta implikasinya terhadap kemampuan regulasi diri [Attitudes, expectations, and perceptions of students on mathematics and its implications for self-regulation skills]. Jurnal Pengajaran MIPA, 21(2), 114-121.

Lipnevich, A. A., Preckel, F., & Krumm, S. (2016). Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality. Learning and Individual Differences, 47, 70-79. https://doi.org/10.1016/j.lindif.2015.12.027

Majeed, A. A., Darmawan, I. G. N., & Lynch, P. (2013). A confirmatory factor analysis of attitudes toward mathematics inventory (ATMI). The Mathematics Educator, 15(1), 121-135. http://math.nie.edu.sg/ame/matheduc/tme/tmeV15_1/7.pdf

Majid, M. S. A. (2014). Analisis tingkat pendidikan dan kemiskinan di Aceh [Analysis of the level of education and poverty in Aceh]. Jurnal Pencerahan, 8(1), 15-37. https://doi.org/10.13170/jp.8.1.2040

Mazana, Y. M., Montero, C. S., & Olifage, C. R. (2019). Investigating students' attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. http://dx.doi.org/10.29333/iejme/3997

Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 International Results in Mathematics. Boston College, TIMMS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2011/downloads/t11_ir_mathematics_fullbook.pdf

Mullis, I. V., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. TIMSS & PIRLS International Study Center at Boston College. http://timssandpirls.bc.edu/timss2015/international-results/

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Boston College, TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/

OECD. (2013). PISA 2012 results in focus: What 15-year-olds know what they can do with what they know. OECD Publishing. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf

OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en

Orman, F., & Sevgi, S. (2019). An investigation, based on some variables, into the attitudes of middle school students towards mathematics and metacognitive skills. Elementary Education Online, 19(1), 183-197. http://doi.org/10.17051/ilkonline.2020.649375

Purnomo, Y. (2017). Pengaruh sikap siswa pada pelajaran matematika dan kemandirian belajar siswa terhadap prestasi belajar matematika [The effect of students' attitudes on mathematics learning and students' learning independence on mathematics learning achievement]. Jurnal Kajian Pendidikan Matematika, 2(1), 93-105. http://dx.doi.org/10.30998/jkpm.v2i1.1897

Rahmahyanti, S., Hairunnisa, H. & Sabiruddin, S. (2019). Komunikasi komunitas 1000 guru Samarinda dalam proses belajar mengajar [Community communication of 1000 Samarinda teachers in the teaching-learning process]. eJournal Ilmu Komunikasi, 7(3), 86-97.

Sahin, E., Barut, Y., & Ersanli, E. (2013). Parental education level positively affects self-esteem of Turkish adolescents. Journal of Education and Practice, 4(20), 87-97.

Sarmah, A., & Puri, P. (2014). Attitude towards mathematics of the students studying in diploma engineering institute (polytechnic) of Sikkim. Journal of Research & Method in Education, 4(6), 06-10.

Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing. https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf

Setiawan, A. Y. (2019). Pendidikan guru berbasis nilai dengan mengkaji penyelenggaraan guru di negara lain dalam mewujudkan visi kurikulum Indonesia yang mencerdaskan 2030 [Value-based teacher education by studying the performance of teachers in other countries in realizing the vision of the Indonesian curriculum that enlightens 2030]. GEOAREA: Jurnal Geografi, 2(1), 25-34. https://ejournal.unibba.ac.id/index.php/Geoarea/article/view/216

Tanujaya, B., Prahmana, R., & Mumu, J. (2017). Mathematics instruction, problems, challenges, and opportunities: A case study in Manokwari Regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291.

ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & Education, 89, 42-52. https://doi.org/10.1016/j.compedu.2015.08.010

Trisnowali, A. (2017). Pengaruh motivasi berprestasi, minat belajar matematika, dan sikap belajar matematika terhadap hasil belajar matematika pada siswa SMAN 2 Watampone [The effect of achievement motivation, interest in learning mathematics, and attitude in learning mathematics on mathematics learning outcomes in students of SMAN 2 Watampone]. Jurnal Matematika dan Pembelajaran, 5(2), 259-277. https://doi.org/10.24252/mapan.v5n2a8.

Yolanda, F., Sriwahyuni, T. L., Rohima, S., & Maharani, P. (2019). Problematika pendidikan di seko¬lah daerah pesisir [Problems of education in schools in coastal areas]. Prosiding Seminar Nasional Peningkatan Mutu Pendidikan, 1, 514-517. http://publikasi.fkip-unsam.org/index.php/semnas2019/article/view/128