The Effect on Critical Thinking and Learning Attitude against Students' Mathematics Achievement Motivation

Abstract

The purpose of this study was to determine: (1) whether there is a direct influence of critical thinking about students' learning attitudes (2) whether there is a direct influence of critical thinking on students' mathematics achievement motivation, and (3) whether there is a direct influence of learning attitudes on students' mathematics achievement motivation. The method used in this research is a survey method with a path analysis model to see whether there is a causal relationship between variables. The results showed that: (1) there was a direct positive effect of critical thinking on mathematics learning attitudes seen from the path coefficient value of p₂₁ equal to 0.398 with a significant value equal to 0.000 <0.05; (2) there is no direct positive effect of critical thinking on students' mathematics achievement motivation, which is known from the path coefficient value p_y1 equal to 0.029, the significance value equal to 0.569 > 0.05; 3) there is a direct positive effect of learning attitudes on students' mathematics achievement motivation which is known from the path coefficient value p_y2 equal to 0.824 with a significant value equal to 0.000 > 0.05. The effective contribution of exogenous variables of critical thinking and learning attitudes together to endogenous variables of students' mathematics achievement motivation is 69.14%.