Reyka Dayanti, Simpun, Melinda Prawati

Pengaruh Kebiasaan Belajar Terhadap Hasil Nilai Ulangan Harian Mata Pelajaran Matematika Di SD

Introduction

Pengaruh kebiasaan belajar terhadap hasil nilai ulangan harian mata pelajaran matematika di sd. Pengaruh kebiasaan belajar terhadap nilai ulangan harian matematika siswa SD. Penelitian kuantitatif ini menemukan kebiasaan belajar memengaruhi 79,1% peningkatan hasil nilai matematika.

Abstract

Pengembangan pengetahuan umum dan khususnya pengetahuan sosial seorang peserta didik dapat dilakukan dengan memperbanyak frekuensi membaca dan juga membiasakan diri dengan belajar yang baik. Peserta didik yang rutin melakukan kegiatan belajar akan mempengaruhi penguasaan dan konsentrasi materi sehingga mampu mengikuti ulangan atau tes dengan lancar yang pada akhirnya mendapatkan nilai yang maksimal. Penelitian ini dilakukan untuk mengetahui pengaruh kebiasaan belajar terhadap hasil nilai ulangan harian mata pelajaran matematika di sekolah dasar. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif yang dialksanakan di SDN-12 Palangka, kota Palangkaraya tahun pelajaran 2024/2025. Sampel penelitiannya adalah siswa kelas IV, V, dan VI yang berjumlah 25 peserta didik. Pengumpulan data menggunakan angket serta dianalisis dengan menggunakan uji regresi liner sederhana. Hasil penelitian menunjukkan bahwa terdapat pengaruh kebiasaan belajar terhadap hasil nilai ulangan harian mata pelajaran matematika pada siswa kelas IV, V, dan VI di SDN-12 Palangka tahun pelajaran 2024/2025. Hal ini berdasarkan hasil uji kebenaran (regresi linear), dengan diperolehnya thitung sebesar 9,342 dengan nilai sig 0,000< 0,05 dan koefisien determinasi diperoleh angka sebesar 79,1%. Dapat dijelaskan bahwa kebiasaan belajar mempengaruhi peningkatan hasil nilai ulangan harian mata pelajaran matematika sebesar 79,1% dan 20,9% dipengaruhi oleh variabel lain yang tidak diteliti pada penelitian ini. Artinya apabila kebiasaan belajar semakin baik maka hasil nilai ulangan harian mata pelajaran matematika juga akan semakin meningkat, sedangkan apabila kebiasaan belajar masih kurang baik maka hasil nilai ulangan harian mata pelajaran matematika akan kurang baik pula.

Review

This paper, "Pengaruh Kebiasaan Belajar Terhadap Hasil Nilai Ulangan Harian Mata Pelajaran Matematika Di SD," addresses a fundamental aspect of educational success: the relationship between study habits and academic performance. The abstract effectively highlights the importance of good learning practices for knowledge acquisition and concentration, ultimately leading to better test outcomes. The research aims to empirically investigate this crucial connection within the context of elementary school mathematics, providing valuable insights into factors that contribute to students' daily assessment scores. This topic holds significant relevance for educators, parents, and policymakers seeking to enhance student learning strategies and academic achievement. The study employs a descriptive quantitative approach, conducted at SDN-12 Palangka, Palangkaraya, during the 2024/2025 academic year. The sample comprised 25 students drawn from grades IV, V, and VI. Data collection was performed using a questionnaire, and the subsequent analysis utilized simple linear regression. The findings unequivocally demonstrate a significant positive influence of study habits on daily mathematics test scores. Specifically, the statistical analysis yielded a t-count of 9.342 with a significance value of 0.000 (p < 0.05), alongside a coefficient of determination (R-squared) of 79.1%. This indicates that approximately 79.1% of the variation in mathematics test scores can be attributed to study habits, with the remaining 20.9% influenced by unexamined variables. The authors interpret this to mean that better study habits directly correlate with improved math scores, and vice versa. The strength of this study lies in its clear objective and the straightforward application of quantitative methods to establish a significant relationship between study habits and academic outcomes. The statistical evidence provided is robust and clearly supports the stated conclusion. However, several aspects warrant consideration. The sample size of 25 students across three distinct grade levels (IV, V, VI) is quite small, which could limit the generalizability of the findings. It also raises questions about whether the analysis adequately accounts for potential developmental differences between these grades. Furthermore, while a questionnaire was used, the abstract does not elaborate on how "kebiasaan belajar" (study habits) was operationalized and measured, which is critical for assessing the validity of the independent variable. Future research could benefit from a larger, more diverse sample, a more detailed instrument for measuring study habits, and perhaps a comparative analysis across different grade levels or schools to enhance external validity. Investigating the specific components of effective study habits, rather than just an aggregate measure, would also offer more granular insights for pedagogical interventions.

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