Pemodelan Analisi Jalur: Peran Mediasi Teknologi Pendidikan Dalam Hubungan Self-efficacy, Kecemasan Akademik dan Berpikir Matematis Peserta Didik
Keywords:
academic anxiety, educational technology, mathematical thinking ability, mediation analysisAbstract
Penelitian ini menganalisi pegaruh self-efficacy dan kecemasan akademik terhadap kemampuan berikir matematis melalui penggunaan teknologi pendidikan sebagai variabel mediasi pada 138 peserta didik. Keterbaruan penelitian terletak pada pengujian peran teknologi pendidikan sebagai mediator antara faktor psikologis dan kemampuan berpikir matematis peserta didik di SMK. Data dikumpulkan melalui pengujian angket dan tes yang dianalisi menggunakan analisis jalur (bootstrapping). Hasil menunjukan bahawa self-efficacy berpengaruh positif terhadap penggunaan teknologi pendidikan (Coeff = 0,3041; p = 0,0003), sedangkan kecemasan akademik berpengaruh negatif (Coeff = −0,3076; p = 0,0002). Penggunaan teknologi pendidikan berpengaruh positif terhadap kemampuan berpikir matematis (Coeff = 0,2214; p = 0,0280). Self-efficacy tidak berpengaruh langsung terhadap kemampuan berpikir matematis (Coeff = 0,1416; p = 0,1028), sedangkan kecemasan akademik berpengaruh negatif (Coeff = −0,2171; p = 0,0119). Selain itu, teknologi pendidikan memediasi pengaruh self-efficacy dan kecemasan akademik terhadap kemampuan berpikir matematis. Temuan ini menegaskan pentingnya optimalisasi teknologi pendidikan dalam mendukung kemampuan berpikir matematis peserta didik khusunya pada peserta didik tingkat SMK.
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