Associations between mathematics classroom learning environtments and achievement in University of PGRI Adi Buana Surabaya Indonesia


AMC 2016 || THE ASIAN MATHEMATICAL CONFERENCE
Bali Nusa Dua Convention Center Bali || 25-29 Juli 2016 || ISSN: 978-602-74668-0-7
Penerbit : Faculty of Mathematics and Natural Sciences Institut Teknologi Bandung

Penulis  : Erna Puji Astutik

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Abstract

This study described the mathematics classroom learning environment in mathematics education department of University of PGRI Adi Buana Surabaya Indonesia. The aims ofthis study were to describe the students’ perceptions of mathematics classroom learning environments and examine the associations between the students’ perceptions of mathematics classroom learning environments and students’ achievements. This study used questionnaire to gather students’ perceptions of their mathematics classrooms learning environments; the What Is Happening In the Classroom (WIHIC) questionnaire was administered to a sample of 280 students in mathematics department of University of PGRI Adi Buana Surabaya Indonesia to examine the validity of the questionnaire and 150 of them will be used to describe the students’ perceptions of their mathematics classrooms learning environments and the relation of those perceptions to students’ achievements. For the students’ achievements, there were cognitive achievement that was gathered from students’ grade point average (GPA) and affective achievement that was gathered from Test of Mathematics Related Attitude (TOMRA). The data from those questionnaires and students’ GPA were then used to describe the relationship between students’ perceptions of mathematics classroom learning environments and students’ achievements by using Pearson Product-Moment Correlation. Associations was found between mathematics classroom learning environments and students’ cognitive achievement in which Involvement and Task Orientation scales were significantly correlated with students’ cognitive achievement. However, for Students Cohesiveness, Order and Organitation, Cooperation, and Equity scales had small correlations with students’ cognitive achievement. Associations was also found between mathematics classroom learning environments and students’ affective achievement in which all the classroom learning environments scales was significantly correlated with students’ affective achievement.