Gaya Belajar dan Nilai Kalkulus Diferensial: Apakah Mempengaruhi IPK?
DOI:
https://doi.org/10.33603/jnpm.v4i2.3629Abstract
Abstrak. Tujuan penelitian ini adalah untuk mengkaji pengaruh gaya belajar dan capaian kalkulus diferensial terhadap Indeks Prestasi Komulatif (IPK) mahasiswa calon guru matematika, baik secara parsial maupun secara simultan. Berbagai penelitian membuktikan adanya korelasi gaya belajar dengan capaian pembelajaran, ditemukan pula bukti permasalahan dalam penguasaan konsep kalkulus diferensial. Penelitian terkait hubungan gaya belajar dan capaian kalkulus diferensial terhadap IPK mahasiswa calon guru matematika penting dilakukan, mengingat pada gilirannya mereka akan menjadi ujung tombak keberhasilan sebuah proses pembelajaran. Metode kuantitatif dengan desain deskriptif korelasional dan teknik pengumpulan data survey cross-sectional dipilih. Sampel sebanyak 119 mahasiswa yang mengambil mata kuliah kalkulus diferensial. Data yang diperoleh berupa gaya belajar, nilai, dan IPK. Analisis data dilakukan dengan menggunakan Ancova. Hasil penelitian menunjukkan bahwa perbedaan gaya belajar dan capaian kalkulus diferensial memiliki pengaruh terhadap IPK mahasiswa calon guru matematika, secara simultan gaya belajar dan capaian Kalkulus Differensial memiliki pengaruh sebesar 55,7% terhadap IPK mahasiswa dan secara parsial didominasi oleh capaian kalkulus diferensial. Hasil ini mengindikasikan pentingnya memperhatikan gaya belajar mahasiswa dan dapat dijadikan rambu-rambu dalam merancang sebuah disain perkuliahan kalkulus diferensial disesuaikan dengan keunikan gaya belajarnya, mengingat pengaruhnya terhadap IPK mahasiswa cukup besar.
Kata Kunci: Gaya Belajar, Capaian Pembelajaran, Indeks Prestasi Kumulatif.
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