The Relationship Between Self-Concept and Students’ Mathematical Connection Ability

Elia Damayantie Ulfah; Supratman Supratman; Hetty Patmawati

doi:10.22437/edumatica.v15i3.47015

Authors

Elia Damayantie Ulfah Universitas Siliwangi
Supratman Supratman Universitas Siliwangi
Hetty Patmawati Universitas Siliwangi

DOI:

https://doi.org/10.22437/edumatica.v15i3.47015

Keywords:

correlation, mathematical connection ability, self-concept

Abstract

This study is conducted to explore how self-concept correlates with mathematical connection skills among eight-grade students at SMPN 14 Tasikmalaya. The research method used is a survey method with a deskriptive quantitative approach. The population used in this study was all eight-grade students at SMPN 14 Tasikmalaya. This study applied simple random sampling, resulting in a sample of 36 students. Data collection was conducted through the distribution of self-concept questionnaires and mathematical connection ability tests. The research instruments used were self-concept questionnaires and essay questions to measure mathematical connection ability. The data analysis technique used to test the hypothesis was the Pearson product-moment correlation test, preceded by prerequisite analysis tests, namely normality and linearity tests. The results of the data analysis showed that there was a positive and significant correlation between self-concept and students' mathematical connection abilities. Students' self-concept was categorized as moderate, and their mathematical connection abilities was also in the moderate category. These findings indicate that the more positive the self-concept of students, the higher their mathematical connection abilities

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