HUBUNGAN INTELLIGENCE QUOTIENT DAN SELF REGULATION TERHADAP KEMAMPUAN NUMERIK DAN KEMAMPUAN KOMUNIKASI MATEMATIS SERTA DAMPAKNYA PADA HASIL BELAJAR SISWA

RANI, MULYANI (2026) HUBUNGAN INTELLIGENCE QUOTIENT DAN SELF REGULATION TERHADAP KEMAMPUAN NUMERIK DAN KEMAMPUAN KOMUNIKASI MATEMATIS SERTA DAMPAKNYA PADA HASIL BELAJAR SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Permasalahan dalam penelitian ini berangkat dari pentingnya peran faktor internal siswa, seperti intelligence quotient dan self regulation, dalam menunjang proses pembelajaran matematika. Intelligence quotient sebagai kemampuan kognitif dasar diyakini berkontribusi pada perkembangan kemampuan numerik dan komunikasi matematis, yang keduanya merupakan aspek penting untuk memahami serta menyelesaikan permasalahan matematika. Di sisi lain, self-regulation dibutuhkan agar siswa mampu mengelola strategi belajar secara efektif, sehingga dapat meningkatkan penguasaan materi. Namun, dalam praktiknya masih ditemukan variasi hasil belajar siswa yang diduga dipengaruhi oleh perbedaan tingkat intelligence quotient, self-regulation, kemampuan numerik, dan komunikasi matematis. Oleh karena itu, diperlukan kajian untuk mengetahui bagaimana hubungan antara intelligence quotient dan self regulation dengan kemampuan numerik, komunikasi matematis, serta dampaknya terhadap hasil belajar. Penelitian ini bertujuan untuk mengetahui hubungan langsung maupun tidak langsung antara intelligence quotient dan self-regulation terhadap kemampuan numerik, komunikasi matematis serta dampaknya pada hasil belajar. Penelitian menggunakan metode kuantitatif dengan jenis penelitian korelasi yang bertujuan untuk mengukur keeratan hubungan antar variabel. Populasi yang digunakan yaitu siswa kelas XI SMA Negeri 2 Bandar Lampung. Pengambilan sampel menggunakan probability sampling dengan metode Stratified Random Sampling dan diambil berasaskan rujukan pada rumus Slovin sehingga didapat jumlah sampel yaitu 194 siswa. Teknik pengumpulan data menggunakan angket self-regulation dan tes kemampuan numerik dan kemampuan komunikasi matematis, serta nilai STS siswa untuk hasil belajar. Teknik analisis data yang digunakan adalah uji path analysis (analisis jalur) dengan taraf siginifikan 5%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa intelligence quotien dan self-regulation memiliki hubungan positif yang signifikan terhadap kemampuan numerik, kemampuan komunikasi matematis, serta hasil belajar, meskipun kekuatan hubungannya bervariasi dari kategori sangat rendah hingga kuat. intelligence quotien menunjukkan pengaruh paling kuat terhadap kemampuan numerik (kategori kuat) dan cukup berperan dalam kemampuan komunikasi matematis (kategori sedang), namun iii hubungannya terhadap hasil belajar cenderung rendah. Sementara itu, self-regulation hanya berkontribusi sangat rendah hingga rendah terhadap kemampuan numerik, komunikasi matematis, maupun hasil belajar. Selain itu, baik kemampuan numerik maupun kemampuan komunikasi matematis terbukti memiliki hubungan positif signifikan dengan hasil belajar meskipun hanya pada kategori rendah. Temuan ini menegaskan bahwa intelligence quotient lebih dominan dibandingkan self-regulation dalam memengaruhi kemampuan numerik, komunikasi matematis, dan hasil belajar, serta bahwa kemampuan numerik dan komunikasi matematis berperan sebagai mediator meskipun kontribusinya masih terbatas. Kata kunci : Analisis Jalur, intelligence quotient, self-regulation, kemampuan numeri, kemampuan komunikasi matematis dan hasil belajar. iv ABSTRACT The problem in this study stems from the important role of students' internal factors, such as intelligence quotient and self regulation, in supporting the mathematics learning process. Intelligence quotient, as a basic cognitive ability, is believed to contribute to the development of numerical abilities and mathematical communication, both of which are important aspects for understanding and solving mathematical problems. On the other hand, self-regulation is needed so that students are able to manage learning strategies effectively, thereby improving mastery of the material. However, in practice, variations in student learning outcomes are still found, suspected to be influenced by differences in the level of intelligence quotient, self-regulation, numerical ability, and mathematical communication. Therefore, a study is needed to determine the relationship between intelligence quotient and self regulation with numerical abilities, mathematical communication, and their impact on learning outcomes. This research aims to determine the direct and indirect relationship between intelligence quotient and self-regulation on numerical ability, mathematical communication and its impact on learning outcomes. The study uses a quantitative method with a correlation research type that aims to measure the closeness of the relationship between variables. The population used was grade XI students of SMA Negeri 2 Bandar Lampung. Sampling used probability sampling with the Stratified Random Sampling method and was taken based on references to the Slovin formula so that the number of samples obtained was 194 students. Data collection techniques used a self-regulation questionnaire and tests of numerical ability and mathematical communication abilities, as well as students' STS scores for learning outcomes. The data analysis technique used was the path analysis test with a significance level of 5%. Based on the research results, it can be concluded that intelligence quotient and self-regulation have a significant positive relationship with numerical ability, mathematical communication ability, and learning outcomes, although the strength of the relationship varies from very low to strong categories. Intelligence quotient shows the strongest influence on numerical ability (strong category) and plays a fairly significant role in mathematical communication ability (moderate category), but its relationship to learning outcomes tends to be low. Meanwhile, self-regulation only v contributes very low to low to numerical ability, mathematical communication, and learning outcomes. In addition, both numerical ability and mathematical communication ability are proven to have a significant positive relationship with learning outcomes, although only in the low category. These findings confirm that intelligence quotient is more dominant than self-regulation in influencing numerical ability, mathematical communication, and learning outcomes, and that numerical ability and mathematical communication act as mediators although their contributions are still limited. Keywords: Path Analysis, intelligence quotient, self-regulation, numerical ability, mathematical communication ability, and learning outcomes.

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