HUBUNGAN ANTARA MOTIVASI BELAJAR DAN KEMAMPUAN BERPIKIR MATEMATIS TINGKAT TINGGI SISWA: STUDI META-ANALISIS - Noor Annisah Sholehah, - (2023)
Penelitian ini bertujuan untuk menganalisis dan mensintesis hubungan antara motivasi belajar dan kemampuan berpikir matematis tingkat tinggi siswa di Indonesia. Lebih lanjut, penelitian ini juga menginvestigasi karakteristik studi yang menyebabkan heterogenitas effect size korelasi antara motivasi belajar dan kemampuan berpikir matematis tingkat tinggi siswa diantaranya desain penelitian, jenjang pendidikan, lokasi penelitian, dan jenis kemampuan matematis. Sebanyak 55 studi primer yang relevan mengenai hubungan motivasi belajar dan kemampuan berpikir matematis tingkat tinggi siswa yang dilakukan dari tahun 2013 hingga 2023. Semua studi primer tesebut dianalisis menggunakan pendekatan metode meta-analisis korelasi. Hanya 47 studi primer yang lolos pada uji bias dan sensitivitas. Temuan penelitian menunjukkan bahwa secara keseluruhan terdapat korelasi positif yang signifikan dengan kategori sedang (r = 0,505) antara motivasi belajar dan kemampuan berpikir matematis tingkat tinggi siswa. Selanjutnya, semua faktor moderator meliputi desain penelitian (survei dan eksperimen), jenjang pendidikan (SD/sederajat, SMP/sederajat, SMA/SMK/sederajat, dan PT), lokasi penelitian (kota dan kabupaten), dan jenis kemampuan matematis (kemampuan penalaran matematis, kemampuan berpikir kritis matematis, kemampuan berpikir kreatif matematis, dan kemampuan pemecahan masalah matematis) secara signifikan menjadi penyebab heterogenitas effect size hubungan antara motivasi belajar dan kemampuan berpikir matematis tingkat tinggi siswa. This study aims to analyze and synthesize the relationship between learning motivation and higher-order mathematical thinking abilities of students in Indonesia. Furthermore, this study also investigated the characteristics of the study that caused the heterogeneity of the effect size (correlation) between students' learning motivation and higher-order mathematical thinking abilities including research design, level of education, research location, and type of mathematical ability. A total of 55 relevant primary studies regarding the relationship between students' learning motivation and higher-order mathematical thinking abilities were conducted from 2013 to 2023. All of these primary studies were analyzed using a correlation meta-analysis method. Only 47 primary studies passed the bias and sensitivity tests. The research findings show that overall there is a significant positive correlation in the moderate category (r = 0.505) between students' learning motivation and higher-order mathematical thinking abilities. Furthermore, all moderating factors include research design (survey and experiment), education level (elementary school, junior high school, senior high school/vocational school, and university), research location (city and regency), and type of mathematical ability (mathematical reasoning ability, mathematical critical thinking ability, mathematical creative thinking ability, and mathematical problem-solving ability) significantly became the cause of the heterogeneity effect size of the relationship between students' learning motivation and higher-order mathematical thinking ability.