EFFECTS OF HOW TEACHERS TEACH AND PARENTS’ EDUCATION ON STUDENTS' SCORES OF KNOWLEDGE AND ATTITUDE IN MATHEMATICS AT SMAN 6 ACEH BARAT DAYA USING TWO-WAY MULTIVARIATE VARIATION ANALYSIS (MANOVA)

• Main Author: SARI (NIM: 90114007), AYUNDA
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/25975
• Institution: Institut Teknologi Bandung

<p align="justify">Mathematics is a subject given in elementary school up to university. Most students consider this lesson difficult and less enjoyable as students are often unable to resolve a given problem. Therefore, it is important to look at the extent to which students understand the lessons learned and the factors that influence the achievement of their learning outcomes. A variety of treatments have been given to help students achieve the expected results. It is deemed important to see whether the way teachers teach and parents' educational background affect the level of knowledge and the attitude of the students towards Mathematics. In term of the way the teachers teach, in this case, it is assumed that different teachers have different teaching styles in delivering the course materials. The samples taken were students of grade X.1, Grade X.2 Class and grade X.4 in SMAN 6 Aceh Barat Daya. The data were investigated in term of the scores of the students' knowledge and their attitude in Semester 1 Academic Year 2015/2016, and the factors studied consist of the way teachers teach and the education of the parents. The purpose of the research is to investigate the potentially existing influence of: (1) the way different teachers teach on the score of knowledge and attitude score students have obtained in Mathematics, (2) the education of the students' parents on the score of their knowledge and attitude in Mathematics, (3) the linear relationship between the education of students' parents, the score of students' knowledge and attitudes. The method used in this study was a two-way MANOVA test. MANOVA is a statistical test that can be used to simultaneously measure the effect of multiple independent variables of categorical scale with two or more dependent variables. There are three assumptions that must be fulfilled in order to perform MANOVA test, namely population that is mutually independent, normally distributed, and homogeneous in term of variance/covariance. If students' score of knowledge in Mathematics meets all the assumptions required, the two-way MANOVA test can then be carried out. The test results of the two-direction MANOVA against the scores of students' knowledge and attitudes in Mathematics show that: (1) the factor of the way teachers teach in different classes generally does not have any significant influence on the average score of the knowledge and attitudes of the students, (2) in general, the factor of different levels of parents' education of the students does not have any significant influence on the average score of the knowledge and attitudes of the students, and (3) the interaction between the factors of how teachers teach in different classes and the different levels of the education of the students' parents, in general, does not have any significant influence on the average score of the knowledge and attitudes of the students. Furthermore, based on the results of the correlation analysis, it was obtained that: (1) there is a significant linear relationship between the score of the knowledge of the students and the score of students' attitudes, (2) there is no significant linear relationship between the score of the students' knowledge and the education of their parents, and (3) there is no significant linear relationship between the attitudes of the students and the education of their parents. Therefore, the role of teachers and parents has to be properly maintained in order to influence and improve the students' achievements in term of their knowledge and attitudes in Mathematics. <br /> <p align="justify">