Open AccessContribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject
Author(s) -
Septia Ningsih,
Marjohan Marjohan,
Herman Nirwana
Publication year - 2018
Publication title -
international journal of research in counseling and education
Language(s) - English
Resource type - Journals
eISSN - 2620-5769
pISSN - 2620-5750
DOI - 10.24036/0069za0002
Subject(s) - mathematics education , likert scale , psychology , stratified sampling , subject (documents) , scale (ratio) , population , mathematics , computer science , developmental psychology , statistics , physics , demography , quantum mechanics , sociology , library science
This study motivated by the low level of student motivation in mathematics subjects. The application of high-touch teachers and academic self-concept are factors that influence students' learning toward motivation in mathematics subjects. This study uses a descriptive correlational quantitative method. The population of this study was all students of MAN 1 Pekanbaru totalling 1138 and 322 students were selected by using proportional stratified random sampling. The instruments used were questionnaires for the application of high scored teachers’, academic self-concept, and student learning motivation in mathematics subjects using a model Likert scale. The findings of the study were the application of high touch teachers in a good category, academic self-concept was in a fairly positive category, student motivation in mathematics subjects was in the high category, the application of high touch teachers and academic self-concept respectively contributes significantly positively to students' learning motivation on mathematics subjects.