The Effect of Self-Directed Learning on Students’ Motivation and Mathematical Disposition in Geometry Instruction
DOI:
https://doi.org/10.52647/jep.v8i2.609Kata Kunci:
kemandirian belajar, motivasi belajar, disposisi matematis, pembelajaran geometriAbstrak
This study aims to analyze the direct and indirect effects of self-directed learning on students’ learning motivation and mathematical disposition in geometry instruction. Self-directed learning is conceptualized within the framework of Self-Regulated Learning, while learning motivation and mathematical disposition are based on Self-Determination Theory. The study employed an explanatory quantitative approach with a cross-sectional survey design and was analyzed using Structural Equation Modeling. The sample consisted of 138 students selected through proportionate stratified random sampling from a population of students who had taken courses in basic geometry and analytic geometry. The instruments comprised three five-point Likert scales (48 items) that had been tested for validity and reliability. The analysis results showed that the model met the goodness-of-fit criteria (CMIN/DF = 2.14; CFI = 0.93; TLI = 0.92; RMSEA = 0.061; SRMR = 0.058). Learning autonomy had a significant positive effect on learning motivation (? = 0.52; p < 0.001) and mathematical disposition (? = 0.31; p < 0.001). Learning motivation had a significant positive effect on mathematical disposition (? = 0.46; p < 0.001). A bootstrap mediation test showed that learning motivation partially mediated the effect of learning autonomy on mathematical disposition (indirect effect = 0.239; 95% CI = 0.142–0.341). The model explained 27% of the variance in motivation and 41% of the variance in disposition. The findings underscore the importance of strengthening students’ self-regulation and intrinsic motivation to improve Mathematical aptitude in geometry.
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Hak Cipta (c) 2026 Isnurani, Gerry Sastro, Santi Santi, Euis Huzaziah
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