Interests and Motivations in Learning Mathematics among Islamic Secondary School Students: Impacts on Counting Proficiency

Julia Utami Kesuma; Khairiani Idris; Abdul Kadir

doi:10.22437/edumatica.v16i2.42827

Authors

Julia Utami Kesuma
Khairiani Idris IAIN Lhokseumawe
Abdul Kadir

DOI:

https://doi.org/10.22437/edumatica.v16i2.42827

Keywords:

counting proficiency, Islamic secondary school students, madrasah tsanawiyah students, mathematics learning interests, mathematics learning motivations

Abstract

This study investigates the impact of students’ interest in and motivation for mathematics learning on their counting proficiency in the context of Islamic secondary education, namely Madrasah Tsanawiyah (MTs). Despite extensive research on mathematics learning interest and motivation in general education settings, few studies have examined their influence in religious education institutions, where religious studies are often prioritized over general subjects. This study employed a quantitative, correlational research design and involved 161 students from four MTs in Lhokseumawe City, Aceh, Indonesia. Mathematical learning interest and motivation were measured using validated questionnaires, and counting proficiency was measured using a standardized counting proficiency test. Data were analyzed statistically using Pearson correlation and multiple regression analyses. The results showed significant positive correlations between both mathematics learning interest (r = 0.516) and motivation (r = 0.578) with counting proficiency. Furthermore, learning motivation had a slightly stronger influence (B = 0.324, p < 0.001) compared to learning interest (B = 0.219, p < 0.001). The two variables accounted for 39.9% of the variance in counting proficiency. These findings indicate the essential role of affective factors in mathematics education, particularly in Islamic secondary schools, and highlight the importance of cultivating students’ interest and motivation to improve their basic mathematical skills.

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