Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia

Research Article

The Impact Of Students’ Creativity And Perceptions Of Linear Program Courses Toward Learning Achievement

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  • @INPROCEEDINGS{10.4108/eai.20-9-2019.2292116,
        author={Astuti  Arigiyati and Annis Deshinta Ayuningtyas and Tias  Ernawati and Benidectus  Kusmanto},
        title={The Impact Of Students’ Creativity And Perceptions Of Linear Program Courses Toward Learning Achievement},
        proceedings={Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia},
        publisher={EAI},
        proceedings_a={ICSTI},
        year={2020},
        month={3},
        keywords={: creativity students perceptions learning achievement},
        doi={10.4108/eai.20-9-2019.2292116}
    }
    
  • Astuti Arigiyati
    Annis Deshinta Ayuningtyas
    Tias Ernawati
    Benidectus Kusmanto
    Year: 2020
    The Impact Of Students’ Creativity And Perceptions Of Linear Program Courses Toward Learning Achievement
    ICSTI
    EAI
    DOI: 10.4108/eai.20-9-2019.2292116
Astuti Arigiyati1,*, Annis Deshinta Ayuningtyas1, Tias Ernawati1, Benidectus Kusmanto1
  • 1: Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia
*Contact email: astuti@ustjogja.ac.id

Abstract

The objective of this study is to determine the impact of students’ creativity and perceptions of a linear program toward learning achievement both partially and simultaneously. This study used a quantitative research commonly called an ex post facto research. The sample involved 82 students of mathematics education department. Data collection techniques included documentation, tests and questionnaires. The data were analyzed by using a multiple linear regression. The results of a multiple regression analysis showed that the sig = 0.000 <α = 0.005, meaning that there is a significant impact between creativity and students’ perceptions of a linear program toward learning achievement. In addition, the regression analysis partially produced the sig = 0.005 <α = 0.005 and sig = 0.027 <α = 0.005, meaning that that there is a significant impact between creativity and a linear program toward learning achievement and there is a significant impact between students’ perceptions and a linear program toward learning achievement