Students’ Mathematics Perceptions as a Distinct Predictor of Mathematics Learning Outcomes
DOI:
https://doi.org/10.24252/mapan.2026v14n1a1Keywords:
Mathematics Perception, Mathematics Learning Outcomes, Predictive Relationship, Islamic Boarding School, Secondary Mathematics EducationAbstract
Mathematics learning outcomes remain a persistent challenge in many educational contexts, particularly when students develop unfavorable perceptions toward mathematics as a school subject. Students who perceive mathematics as difficult, abstract, stressful, or disconnected from everyday life often demonstrate lower engagement and weaker academic achievement. This study examined the predictive relationship between students’ mathematics perceptions and mathematics learning outcomes. Employing a quantitative ex post facto design, the study involved 102 eighth grade students from an Indonesian Islamic boarding school selected through cluster random sampling. Data were collected using a mathematics perception questionnaire and a mathematics achievement test and analyzed using simple linear regression. Results indicated that students generally reported favorable mathematics perceptions (M = 48.40, SD = 5.45), whereas mathematics learning outcomes remained relatively low (M = 50.25, SD = 21.32). Regression analysis revealed that mathematics perceptions significantly predicted mathematics learning outcomes (β = 0.268, p = 0.030). Although the predictive contribution was modest, students with more favorable perceptions tended to achieve better academic performance. These findings highlight the importance of addressing students’ psychological orientations toward mathematics alongside cognitive instruction to support improved learning outcomes.
Abstrak:
Hasil belajar matematika masih menjadi tantangan yang persisten dalam berbagai konteks pendidikan, khususnya ketika siswa mengembangkan persepsi yang kurang positif terhadap matematika sebagai mata pelajaran sekolah. Siswa yang memandang matematika sebagai pelajaran yang sulit, abstrak, menegangkan, atau tidak relevan dengan kehidupan sehari-hari cenderung menunjukkan keterlibatan belajar yang lebih rendah dan pencapaian akademik yang kurang optimal. Penelitian ini bertujuan untuk mengkaji hubungan prediktif antara persepsi matematika siswa dan hasil belajar matematika. Penelitian menggunakan desain kuantitatif ex post facto dengan melibatkan 102 siswa kelas VIII dari sebuah pondok pesantren di Indonesia yang dipilih melalui teknik cluster random sampling. Data dikumpulkan menggunakan angket persepsi matematika dan tes hasil belajar matematika, kemudian dianalisis menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa siswa secara umum memiliki persepsi matematika yang positif (M = 48,40; SD = 5,45), sedangkan hasil belajar matematika mereka masih relatif rendah (M = 50,25; SD = 21,32). Analisis regresi menunjukkan bahwa persepsi matematika secara signifikan memprediksi hasil belajar matematika (β = 0,268; p = 0,030). Meskipun kontribusi prediktifnya tergolong moderat, siswa yang memiliki persepsi lebih positif terhadap matematika cenderung mencapai hasil belajar yang lebih baik. Temuan ini menegaskan pentingnya memperhatikan orientasi psikologis siswa terhadap matematika di samping aspek pembelajaran kognitif guna mendukung peningkatan hasil belajar.
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