Pengaruh Kecerdasan Interpersonal, Self Efficacy, Disposisi Produktif, Self Esteem, dan Motivasi Belajar terhadap Prestasi Belajar Matematika
DOI:
https://doi.org/10.53299/jppi.v6i2.3965Keywords:
Kecerdasan Interpersonal, Self Efficacy, Disposisi Produktif, Self Esteem, Motivasi Belajar, Prestasi Belajar MatematikaAbstract
Faktor internal yang menjadi salah satu faktor yang mempengaruhi keberhasilan akademik peserta didik. Oleh sebabnya, diperlukan optimalisasi pada faktor internal ini. Oleh karena itu, penelitian ini bertujuan mengetahui pengaruh kecerdasan interpersonal, self efficacy, disposisi produktif, self esteem, dan motivasi belajar terhadap prestasi belajar matematika. Penelitian kuantitatif dengan jenis ex-post facto ini dilaksanakan di kelas XI MAN 2 Kota Makassar sebagai populasi dalam penelitian. Sampel dalam penelitian ini sebanyak 80 peserta didik yang diambil menggunakan teknik cluster random sampling. Instrumen yang digunakan dalam penelitian ini, angket dan tes prestasi belajar matematika. Teknik analisis data yang digunakan dalam penelitian ini adalah statistik deskriptif dan statistik inferensial dengan menerapkan SEM-PLS. Hasil penelitian menunjukkan bahwa terdapat pengaruh secara langsung maupun pengaruh tidak langsung terhadap prestasi belajar matematika dengan nilai P-Value < 0,05 secara keseluruhan. Efek total masing-masing variabel menunjukkan nilai P-Value < 0,05 dan self esteem memberikan kontribusi terbesar terhadap prestasi belajar matematika. Secara keseluruhan pengaruh secara langsung lebih baik dibandingkan pengaruh secara tidak langsung yang dimediasi oleh motivasi belajar. Penelitian ini juga mengkonfirmasi bahwa model struktural dapat digunakan dalam penelitian selajutnya dengan nilai reliabilitas dan validitas yang tinggi. Implikasi penelitian ini menunjukkan bahwa peningkatan prestasi belajar matematika tidak hanya memerlukan penguatan aspek kognitif. Oleh karena itu, pendidik disarankan untuk merancang strategi pembelajaran yang tidak hanya berorientasi pada penguasaan materi, tetapi juga pada pengembangan kepercayaan diri dan sikap positif peserta didik terhadap matematika.
References
Anggraini, T. P., Abbas, N., Oroh, F. A., & Pauweni, K. A. Y. (2022). Pengaruh Kecerdasan Emosional dan Motivasi Belajar terhadap Hasil Belajar Matematika Siswa. Jambura Journal of Mathematics Education, 3(1), 1–9. https://doi.org/10.34312/jmathedu.v3i1.11807
Anjarsari, D., Lestariningsih, N., & Latifah, R. (2025). Analisis Komunikasi Interpersonal Guru dan Siswa dalam Pembelajaran Matematika Siswa SMP Negeri 3 Sragen. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 286–300. https://doi.org/10.23969/jp.v10i02.27295
Awofala, A. O., Lawal, R. F., Arigbabu, A. A., & Fatade, A. O. (2022). Mathematics Productive Disposition as A Correlate of Senior Secondary School Students’ Achievement in Mathematics in Nigeria. International Journal of Mathematical Education in Science and Technology, 53(6), 1326–1342. https://doi.org/10.1080/0020739X.2020.1815881
Bandura. (1997). Self-efficacy: The exercise of control.
Buyung, Wahyuni, R., & Mariyam. (2022). Faktor Penyebab Rendahnya Pemahaman Siswa pada Mata Pelajaran Matematika di SD 14 Semperiuk A. Journal of Educational Review and Research, 5(1), 46–51.
Chamidy, T., Yaqin, M. A., & Suhartono, S. (2023). The Influence of Internal and External Factors on Learning Achievement. 4th Annual International Conference on Language, Literature and Media, 562–573. https://doi.org/10.2991/978-2-38476-002-2_53
Crick, R. D., & Goldspink, C. (2014). Learner Dispositions, Self-Theories and Student Engagement. British Journal of Educational Studies, 62(1), 19–35. https://doi.org/10.1080/00071005.2014.904038
Fairus, F., Fauzi, A., & Sitompul, P. (2023). Analisis Kemampuan Disposisi Matematis pada Pembelajaran Matematika Siswa SMKN 2 Langsa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(3), 2382–2390. https://doi.org/10.31004/cendekia.v7i3.2549
Gardner, Howard. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Ghozali, I. (2021). Partial Least Squares: Konsep, Teknik dan Aplikasi Menggunakan Program SmartPLS 3.2.9 Untuk Penelitian Empiris (3rd ed.). Badan Penerbit Universitas Diponegoro.
Hair, J. F. , J., Hult, G. T. M., Ringle, C. M., & Saersted, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (L. Fargotstein & K. Offley, Eds.; Third Edition). SAGE Publications Ltd.
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7
Hikmah, S. N., & Saputra, V. H. (2022). Studi pendahuluan hubungan korelasi motivasi belajar dan pemahaman matematis siswa terhadap hasil belajar matematika. Jurnal Ilmiah Matematika Realistik (JI-MR), 3(1), 7–11. https://doi.org/http://jim.teknokrat.ac.id/index.php/pendidikanmatematika/index
Honicke, T., & Broadbent, J. (2016). The Influence of Academic Self-efficacy on Academic Performance: A Systematic Review. In Educational Research Review (Vol. 17, pp. 63–84). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2015.11.002
Huang, Y., Li, Y., & Chen, G. (2025). The Impact of Learning Motivation on Academic Performance Among Low-Income College Students: the Mediating Roles of Learning Strategies and Mental Health. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1639375
In’am, A., & Sutrisno, E. S. (2020). Strengthening Students’ Self-efficacy and Motivation in Learning Mathematics through the Cooperative Learning Model. International Journal of Instruction, 14(1), 395–410. https://doi.org/10.29333/IJI.2021.14123A
Indriana, Y., & Fadhlurrohman, M. D. (2024). Hubungan antara Harga Diri dan Kepercayaan Diri dengan Motivasi Berprestasi Siswa SMA. Jurnal Psikologi Perseptual, 9(1), 128–145. http://jurnal.umk.ac.id/index.php/perseptual
Karambut, C. A., Makapedua, J. T. S., & Sundah, D. I. E. S. (2025). Secrets to Student Success: The Relationship of Intrapersonal, Interpersonal, and Intrinsic Motivation. Eduvest-Journal of Universal Studies, 5(1), 1–11.
Kilpatrick, Jeremy., Swafford, Jane., & Findell, Bradford. (2001). Adding it up: helping children learn mathematics. National Academy Press.
Klorina, M. J., & Juandi, D. (2022). Kesulitan Belajar Matematika Siswa di Indonesia Ditinjau dari Self-Efficacy: Systematic Literature Review (SLR). Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 7(2), 181–192. https://doi.org/10.23969/symmetry.v7i2.6435
Luwis, H., Isomudin, & Muljadi. (2023). Pengaruh Kecerdasan Emosional dan Motivasi Belajar terhadap Hasil Belajar Matematika Siswa SMP di Sekolah Maitreyawira Se-Sumatra. Jurnal Dhammavicaya, 6(2), 1–12.
Manee, F. M., Khoiee, S. A., & Eghbal, M. K. (2015). Comparison of the Efficiency of Self-awareness, Stress Management, Effective Communication Life Skill Trainings on the Social and Academic Adjustment of First-year Students. Research in Psychology and Behavioral Sciences, 3(2), 18–24. https://doi.org/10.12691/rpbs-3-2-1
Marfu’ah, S., Zaenuri, Masrukan, & Walid. (2022). Model Pembelajaran Matematika untuk Meningkatkan Kemampuan Penalaran Matematis Siswa. Prosiding Seminar Nasional Matematika, 5, 50–54. https://journal.unnes.ac.id/sju/index.php/prisma/
Matulessy, A., Ismawati, & Muhid, A. (2022). Efektivitas Permainan Tradisional Congklak untuk Meningkatkan Kemampuan Matematika Siswa: Literature Review. AKSIOMA: Jurnal Matematika Dan Pendidikan Matematika, 13(1), 165–178. https://doi.org/10.26877/aks.v13i1.8834
Mhuirí, S. N., & Twohill, A. (2025). Knowledge, Disposition and the Capacity for Instruction: An Optional Mathematics Course for Preservice Teachers. Journal of Mathematics Teacher Education, 28(6), 1487–1507. https://doi.org/10.1007/s10857-025-09710-5
Okwuduba, E. N., Nwosu, K. C., Okigbo, E. C., Samuel, N. N., & Achugbu, C. (2021). Impact of Intrapersonal and Interpersonal Emotional Intelligence and Self-directed Learning on Academic Performance Among Pre-university Science Students. Heliyon, 7(3). https://doi.org/10.1016/j.heliyon.2021.e06611
Palupy, T. A., & Limalo, S. A. (2024). Pengaruh Self Efficacy terhadap Hasil Belajar Matematika. Jurnal Pendidikan Mosikolah, 3(2), 436–445. https://pendidikan.e-jurnal.web.id
Prabayoansa, A., Supardi, & Karim, A. (2024). Pengaruh Motivasi Belajar dan Minat Belajar Matematika terhadap Prestasi Belajar Matematika. Cendikia: Jurnal Pendidikan Dan Pengajaran, 2(5), 196–208.
Rahman, M., Hamid, A., & Asmaun, A. (2025). Enhancing Students’ Strategic Competence with GeoGebra and Productive Disposition: Elevating Mathematics Learning in the Digital Age. International Journal of Education in Mathematics, Science and Technology, 13(4), 930–946. https://doi.org/10.46328/ijemst.4923
Rahman, M. S. (2025a). Determinants of High School Students’ Mathematics Achievement: The Role of Motivation, Self-Efficacy, and Productive Disposition. International Journal of Studies in Education and Science, 6(4), 382–394. https://doi.org/10.46328/ijses.5156
Rahman, M. S. (2025b). Determinants of High School Students’ Mathematics Achievement: The Role of Motivation, Self-Efficacy, and Productive Disposition. International Journal of Studies in Education and Science, 6(4), 382–394. https://doi.org/10.46328/ijses.5156
Rosenberg, M. (1965). Rosenberg Self-Esteem Scale. In PsycTESTS Dataset. https://doi.org/10.1037/t01038-000
Saragih, A. (2023). Pengaruh Kecerdasan Interpersonal terhadap Prestasi Belajar Matematika. EduMatSains: Jurnal Pendidikan, Matematika Dan Sains, 8(1), 114–127. https://doi.org/10.33541/edumatsains.v8i1.4702
Sari, D. P., Yana, Y., & Wulandari, A. (2021). Pengaruh Self Efficacy dan Motivasi Belajar terhadap Hasil Belajar Matematika Siswa MTs Al-Khairiyah Mampang Prapatan di Masa Pandemi COVID-19. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 13(1), 1–11. https://doi.org/10.37640/jip.v13i1.872
Satrio, M., Sutoyo, A., & Mulawarman, M. (2023). The Contribution of Emotional Intelligence to Students’ Prosocial Behavior through Spiritual Intelligence and Parenting Styles. Jurnal Bimbingan Konseling, 12(2), 106–113. https://journal.unnes.ac.id/sju/index.php/jubk
Schleicher, A. (2023). Programme for International Student Assessment Insights and Interpretations PISA 2022.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and Social Cognitive Theory. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101832
Shengyao, Y., Xuefen, L., Jenatabadi, H. S., Samsudin, N., Chunchun, K., & Ishak, Z. (2024). Emotional Intelligence Impact on Academic Achievement and Psychological Well-being Among University Students: The Mediating Role of Positive Psychological Characteristics. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01886-4
Sulaiman, H., Shabrina, F., Sumarni, S., Matematika, P., Swadaya Gunung Jati Jalan Pemuda Raya No, U., Cirebon, K., & Barat, J. (2021). Tingkat Self Esteem Siswa Kelas XII pada Pembelajaran Matematika Daring. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 189–200. http://journal.institutpendidikan.ac.id/index.php/mosharafa
Syahfira, L. L., Muwakhidah, M., Juniar, Z., & Rahmawati, T. (2023). Pengaruh Self Esteem terhadap Prestasi Belajar Siswa SMA. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 3(6), 443–449. https://doi.org/10.17977/um065v3i62023p443-449
Talib, A. (2025). Deskripsi Kecerdasan Interpersonal dan Kaitannya dengan Kemampuan Komunikasi Matematis Siswa SMP. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 8(2), 622–637. https://doi.org/10.30605/proximal.v8i2.5785
Tosto, M. G., Asbury, K., Mazzocco, M. M. M., Petrill, S. A., & Kovas, Y. (2016). From Classroom Environment to Mathematics Achievement: The Mediating Role of Self-Perceived Ability and Subject Interest. Learning and Individual Differences, 50, 260–269. https://doi.org/10.1016/j.lindif.2016.07.009
Tóth-Király, I., Morin, A. J. S., Litalien, D., Valuch, M., Bőthe, B., Orosz, G., & Rigó, A. (2022). Self-determined Profiles of Academic Motivation. Motivation and Emotion, 46(2), 152–170. https://doi.org/10.1007/s11031-021-09918-x
Verdianingsih, E. (2017). Self-Esteem dalam Pembelajaran Matematika. Eduscope, 3(2), 8–15.
Waddington, J. (2023). Self-efficacy. ELT Journal, 77(2), 237–240. https://doi.org/10.1093/elt/ccac046
Wang, C., Cho, H. J., Wiles, B., Moss, J. D., Bonem, E. M., Li, Q., Lu, Y., & Levesque-Bristol, C. (2022). Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: from the perspective of self-determination theory. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00359-7
Wang, Y., Zhao, Y., Zhang, J., Man, K., & Lu, J. (2025). Fostering Autonomous Motivation in First-year College Students: A Self-determination Theory-based Online Intervention. Learning and Motivation, 90, 102118. https://doi.org/10.1016/j.lmot.2025.102118
Woodward, A., Beswick, K., & Oates, G. (2018). Positive Education and Teaching for Productive Disposition in Mathematics. Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom, 161–171. https://doi.org/10.1007/978-3-030-01273-1_15
Wu, J., Qi, S., & Zhong, Y. (2022). Intrinsic Motivation, Need for Cognition, Grit, Growth Mindset and Academic Achievement in High School Students: Latent Profiles and Its Predictive Effects. ArXiv Preprint ArXiv:2210.04552.
Zahroh, D. A., & Dewi, D. K. (2022a). Hubungan antara Self-Esteem dengan Prestasi Belajar Siswa di SMA X. Jurnal Penelitian Psikologi, 9(3), 140–148.
Zahroh, D. A., & Dewi, D. K. (2022b). Hubungan antara Self-Esteem dengan Prestasi Belajar Siswa di SMA X. Jurnal Penelitian Psikologi, 9(3), 140–148.
Zebua, T. G. (2021). Teori Motivasi Abraham H. Maslow Dan Implikasinya Dalam Kegiatan Belajar Matematika. RANGE: Jurnal Pendidikan Matematika, 3(1), 68–76. https://doi.org/10.32938/jpm.v3i1.1185
Zulkarnain, I., & Septhiani, S. (2024). Pengaruh Disposisi Produktif dan Resiliensi Matematis terhadap Prestasi Belajar Siswa. Prosiding Diskusi Panel Nasional Pendidikan Matematika, 683-692.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI)
This work is licensed under a Creative Commons Attribution 4.0 International License.
