HUBUNGAN DISPOSISI MATEMATIS, SELF REGULATED LEARNING, MOTIVASI DAN KEMAMPUAN HOTS SISWA

AGHNIA, HUSNUL AMALI IQDHI (2026) HUBUNGAN DISPOSISI MATEMATIS, SELF REGULATED LEARNING, MOTIVASI DAN KEMAMPUAN HOTS SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan Higher Order Thinking Skills (HOTS) siswa SMK yang diduga berkaitan dengan faktor disposisi matematis, self regulated learning, dan motivasi belajar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain ex post facto, dilaksanakan di SMK 2 Mei Bandar Lampung pada semester genap tahun ajaran 2025/2026. Populasi berjumlah 152 siswa kelas X dengan sampel sebanyak 110 siswa yang ditentukan menggunakan rumus Slovin melalui teknik random sampling. Instrumen penelitian terdiri dari angket disposisi matematis, angket self regulated learning, angket motivasi, serta tes kemampuan HOTS. Analisis data menggunakan teknik analisis jalur (path analysis) dan uji mediasi macro Hayes model 4 berbasis bootstrapping dengan 5.000 sampel pada taraf kepercayaan 95%. Hasil penelitian menunjukkan bahwa disposisi matematis dan self regulated learning tidak berpengaruh langsung secara signifikan terhadap kemampuan HOTS siswa. Namun, disposisi matematis dan self regulated learning masing-masing berpengaruh signifikan terhadap motivasi belajar siswa. Selain itu, motivasi tidak terbukti berpengaruh langsung terhadap kemampuan HOTS, serta tidak terbukti mampu memediasi hubungan antara disposisi matematis maupun self regulated learning terhadap kemampuan HOTS siswa. Berdasarkan temuan tersebut dapat disimpulkan bahwa peningkatan kemampuan HOTS siswa SMK tidak dapat dicapai hanya melalui penguatan disposisi matematis, self regulated learning, dan motivasi semata, melainkan membutuhkan pendekatan pembelajaran yang lebih komprehensif dan terintegrasi. ABSTRACT This study was motivated by the low Higher Order Thinking Skills (HOTS) ability among vocational high school students, which is presumed to be associated with factors of mathematical disposition, self-regulated learning, and learning motivation. This study employed a quantitative approach with an ex post facto design, conducted at SMK 2 Mei Bandar Lampung during the even semester of the 2025/2026 academic year. The population consisted of 152 tenth-grade students, with a sample of 110 students determined using the Slovin formula through random sampling technique. Research instruments included a mathematical disposition questionnaire, a self-regulated learning questionnaire, a motivation questionnaire, and a HOTS ability test. Data analysis employed path analysis technique and mediation testing using Hayes macro model 4 based on bootstrapping with 5,000 samples at a 95% confidence level. The results revealed that mathematical disposition and selfregulated learning had no significant direct effect on students' HOTS ability. However, mathematical disposition and self-regulated learning each had a significant effect on students' learning motivation. Furthermore, motivation was not proven to have a significant direct effect on HOTS ability, nor was it proven to mediate the relationship between mathematical disposition or self-regulated learning and students' HOTS ability. Based on these findings, it can be concluded that improving HOTS ability among vocational high school students cannot be achieved solely through strengthening mathematical disposition, self-regulated learning, and motivation, but rather requires a more comprehensive and integrated instructional approach.

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