The Relationship: Learning Motivation and Students’ MathematicsAchievement on the Topic of Exponents

Abstract

Learning motivation plays a crucial role in determining students’ success in mathematics, particularly in mastering abstract concepts such as exponents. Therefore, this study was conducted to empirically examine the relationship between learning motivation and students’ mathematics achievement on the topic of exponents. This quantitative research involved 29 students of Grade X at SMK Negeri 11 Bekasi City, selected through the Cluster Random Sampling technique. Data were collected using a motivation questionnaire and an achievement test, and the data analysis included prerequisite testing with the Liliefors test, which confirmed that the regression errors of variables X and Y were normally distributed. The regression analysis produced the equation Ŷ = -17.575 + 1.169X, and the Product Moment correlation coefficient was found to be rxy = 0.881, with a coefficient of determination of 77.616%. This indicates that learning motivation contributed 77.616% to students’ mathematics achievement, while the remaining 22.384% was influenced by other factors. The hypothesis test further revealed that t_calculated (9.676) > t_table (2.052), confirming the significance of the correlation. Therefore, it can be concluded that learning motivation has a significant and positive relationship with students’ mathematics achievement on the topic of exponents.