Pengaruh Pengalaman Bimbingan Belajar terhadap Kemampuan Pemahaman Konsep Matematis pada Siswa Kelas IX SMP di Kota Tasikmalaya

Devy Rahmawati Apriliani, Linda Herawati, Eko Yulianto

Abstract


This research aims to examine the effect of tutoring experience on the ability to understand mathematical concepts of grade IX junior high school students in Tasikmalaya City. This research was conducted using quantitative research with the ex post facto method. The sampling was conducted using cluster random sampling technique with the use of Statistical Product and Service Solutions (SPSS) version 26. Data were collected through questionnaires and analysed statistically. The number of samples in this study was 143 students from SMP Negeri 1 Tasikmalaya, SMP Negeri 2 Tasikmalaya, and SMP Negeri 3 Tasikmalaya. Data were collected using tests. Hypothesis testing using a simple linear regression test with regression equation Y=11.120-0.031 X. The results showed a regression coefficient of -0.031, indicating that every one unit increase in tutoring experience decreased the ability to understand mathematical concepts by 0.031 units. However, this result is not statistically significant with a significance value of 0.314>0.05, so H0 is accepted, which means there is no significant effect of tutoring experience on the ability to understand mathematical concepts. The coefficient of determination of 0.007 indicates that the tutoring experience only affects 0.7% of the ability to understand mathematical concepts while the rest is influenced by other variables. Based on the findings, it can be concluded that there is no effect of tutoring on the ability to understand mathematical concepts of grade IX junior high school students in Tasikmalaya City.

Keywords:    Tutoring experience, Tutoring, Ability to understand mathematical concepts


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©2017 Jurnal Kongruen
Program Studi Pendidikan Matematika
Fakultas Keguruan dan Ilmu Pendidikan  
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: kongruen@unsil.ac.id
e-ISSN: 2830-3830

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