The Relationship Between Students’ Perceptions of Teachers’ Pedagogical Competence and Mathematics Learning Achievement with Learning Motivation among Senior High School Students

Abstract

This study aims to examine the relationship between students perceptions of teachers pedagogical competence and mathematics learning achievement, with learning motivation as a controlling variable among 10^th grade students at SMA Dian Andalas Padang. The study was motivated by the low achievement in mathematics, where 83% of students failed to reach the Minimum Mastery Criteria (KKM). A quantitative approach with a correlational design was employed. The population in this study consisted of students of SMA Dian Andalas Padang, with the sample being all 10^th grade students totaling 43 subjects selected through total sampling. Data collection instruments include a student perception scale and a learning motivation scale, while learning achievement was obtained from the pure scores of the students midterm mathematics exam. Data were analyzed using partial correlation techniques. The result showed no significant relationship between students perceptions and mathematics learning achievement with learning motivation, with correlation value of 0.284 and p= 0,068 (p˃0.05). These findings suggest that other factors beyond the examined variables may play a greater role in determining students mathematics learning achievement.