Noumerico Journal of Technology in Mathematics Education Volume 1 Issue 1, 2023 https://ejournal.iai-tribakti.ac.id/index.php/noumerico
https://doi.org/10.33367/jtme.v1i1.3310
The Effect of Scout Extracurricular Activities in Mathematics Learning Outcomes on Students Class XI at Wahidiyah Senior High School
Anisha Latifatul Hidayah1*, Eka Sari Indrayany2
12Wahidiyah University
1anishalatifa717@gmail.com, 2ekasariindrayany274@gmail.com
*Correspondence
Abstract Article Information:
Received January 7, 2023 Revised March 19, 2023 Accepted March 19, 2023
Keyword:
Extracurricular Activities, Scouts, Learning Outcomes
Extracurricular activities are activities outside of standard curriculum practice hours that are carried out to help to teach participants to improve their abilities according to their abilities and interests. Some problems arise at Wahidiyah Senior High School, students who are active in exploring non-academic activities such as Scout extracurricular activities often give up their academic needs in terms of learning outcomes. This research intends to identify the impact of extracurricular activities on the results of mathematics practice for students in class XI at Wahidiyah Senior High School. This research uses a quantitative approach with 2 variables namely scout extracurricular activities (𝑋), and students' practice results (𝑌). The population in this research is students of class XI for the academic year 2021 – 2022 at Wahidiyah Senior High School with a total of 198 students. The method of collecting data in this research was purposive sampling.
Data was collected using questionnaires with Likert's ratios. Data analysis in this method experiments with a classic assumption experiment using a normality test, heteroscedasticity test, and autocorrelation test. The information analysis method in this research uses simple regression analysis, and experimental F analysis to respond to assumptions with the encouragement of IBM SPSS (Statistical Product and Service Solution) 25.0 for Windows. The results of the information analysis are as follows:
(1) Extra-curricular activities affect the mathematics learning outcomes of students in class XI Wahidiyah Senior High School.
Scout extracurricular activities can explain learning outcomes by 90% and the remaining 10% is explained by other variables that are not studied in this research.
INTRODUCTION
Learning is essential to develop character and skills with the meaning of helping students reach maturity (Regiani, 2016). Based on UU Sisdiknas, states that national learning has the role of increasing skills and creating a prestigious national character, religion, piousness in the Almighty God, high morals, innovation, independence, become citizens of a democratic and responsible person (Kemendikbud, 2006). Senior High School is a stage of secondary learning that is concerned with the preparation to pursue
greater learning with specialization. The concretization of the specialization is in the form of teaching starting in class XI namely Natural Sciences, Social Sciences, and Language.
The difference between Wahidiyah Senior High School and others is that there are specific subjects such as ubudiyah and shari’ah that will not be found outside. Learning in this school is divided into two types: academic activities and extracurricular activities.
Extracurricular activities are activities that support academic activities.
Psychosocial processes include emotional changes, individual courage, and changes in the way people interact with other people. An example is children's self- confidence and courage to practice, and develop social relationships with friends (Mua’awanah, 2012). By exploring extracurricular activities students will be brave, obedient, and have excellent personalities and abilities outside of class. Achievements are achieved with the right encouragement and guidance, not only in the classroom but also outside the classroom. Thus enabling students to achieve achievements that maintain the reputation of the institution.
According to the Indonesian dictionary, extracurricular activities are additional programs. Meanwhile, according to Sulistyorini (2006), extracurricular activities are activities that take place at school but are carried out outside of officially scheduled class hours. Extracurricular activities are designed to help students enrich and broaden their horizons, encourage the development of their numbers and actions, and increase their attention and abilities. Extracurricular activities act as a medium for expressing the interests, attention, and abilities of students, developing students' skills, creativity, sportsmanship, and confidence. In the 2013 curriculum, Scouting is an after-school program that must be attended by all students, but in this research scouting is an after- school program that is only run by scout activists.
Extracurricular activities at Wahidiyah Senior High School generally consist of several fields of synchronous talents and interests of students. There are extracurricular activities that have must and chosen by the student. There must be extracurricular activities is Scouting, while the other is optional such as drum band, paskibra, and hadroh.
This research will examine scout extracurriculars. The reason is that there are many devotees and achievements, such as the winner of the Scout Jamboree in the Kediri.
Based on observations in January 2022 some cases emerged at Wahidiyah High School. Students who were active in exploring non-academic activities such as scout extracurricular activities often gave up their academic needs in terms of their learning outcomes. A school must produce smart, creative, dynamic, competitive, and productive students, religious, and humanities. Therefore, quality improvement must be aligned with winning practice results both inside and outside of school. This allows students to explore extracurricular activities and achieve satisfying learning outcomes.
Sudjana (2009) pays attention to the main purpose of assessing learning outcomes.
upgrading by taking into account insights, actions, and skills in students with changes in attitude (Dwijayani, 2019). Mathematics is a deductive science in that the way to find evidence must be proven by theorems, characters, and teachings after being proven (Maryati & Priatna, 2018). Mathematics is a science that states facts. It has a resemblance to scouting, which must be proven such as rigging. Based on the explanation above, the author proposes to conduct a survey that aims to find out the impact of Scout extracurricular activities and the results of learning mathematics for class XI Wahidiyah Senior High School.
METHOD
The research approach used is a quantitative approach with a population of 198 students. The quantitative approach is research based on the metaphysics of positivism, used to study populations or specific examples, gather information using research instruments, analyzing information on a statistical basis, to test established assumptions.
The research uses a quantitative approach because the information that was analyzed is measurable, logical, and analytical. This is attempted by the method of accumulating data which is a supporting aspect of the effect between the variables concerned that are analyzed (Sugiyono, 2016).
This type of research uses ex-post facto research where the research uses independent variables that have been established when the researcher starts with observations. Through observation, the researchers concluded that dependency and independence have occurred naturally, and researchers with this setting want to trace back if possible what are the factors (Sukardi, 2013).
RESULTS 1. Validity Test
A validity test is used to measure whether a questionnaire is valid or not. A questionnaire is valid if the questions in the questionnaire can provide something to be measured for that questionnaire. The statement is valid if the significant value is < 0.05.
The validity test in this research was attempted 2 times with construct test questions by experts and instrument trials were tested on 30 people with 15 questions. Invalid questionnaire questions can be observed in the next table.
Table 1. Validity Test Result No. Statement r count Significant
Value N
1 P1 0,584 0,001 30
2 P2 0,401 0,028 30
3 P3 0,648 0,000 30
4 P4 0,697 0,000 30
5 P5 0,640 0,000 30
6 P6 0.687 0,000 30
7 P7 0,431 0,017 30
8 P8 0,468 0,009 30
9 P9 0,679 0,000 30
10 P10 0,482 0,007 30
11 P11 0,404 0,027 30
12 P12 0,562 0,001 30
13 P13 0,581 0,001 30
14 P14 0,546 0,002 30
15 P15 0,513 0,004 30
Based on the results of the output validity test above, it can be seen that the number of respondents is 30 people with 15 questions and all have a significant value <0.05 and Pearson correlation or r count > r table that has a value 0.361. So it can be concluded that all questions are declared valid.
2. Reliability Test
Table 2. Reliability Test Result Reliability Statistics
Cronbach's Alpha N of Items
0.832 15
Based on the results of the reliability test above, it can be seen that the number of items or questionnaire statements is 15 with a Cronbach's Alpha value of 0.832. According to Ghozali (2011, p. 48), a variable is declared reliable if it gives a Cronbach's Alpha value
> 0.70. So all items from the statement are declared reliable.
3. Extracurricular Activity Questionnaire Data Results (X) Table 3. Extracurricular Activity Descriptif
Statistic
Information Extracurricular Activity
Average 48.8286
From the table above it can be seen that the average of the extracurricular activity questionnaire data results is 48.8286, the minimum value is 37.00, the maximum value is 60.00 and the total data or total is 1709.00 from 35 respondents
4. Data Results of Student Mathematics Learning Outcomes (Y) Table 4. Learning Outcomes Descriptif
Statistic
Information Learning Outcomes
Average 84,7429
Minimum 76,00
Maximum 93,00
Amount of data 2966,00
From the table above it can be seen that the average of the student learning outcomes data is 84,7429, the minimum value is 76,00, the maximum value is 93,00 and the amount of data or the total is 2966,00 from 35 respondents.
5. Classical Assumptions
To ensure the accuracy of the regression form, it is necessary to test some of the classical assumptions. The determination is that in a simple linear regression experiment, it is necessary to try the classic assumption experiment first so that the research is not biased and to test for errors in the form of regression used in the research. The classic supposition tests tried were.
a. Normality test
Following are the results of the normality test statistically using the Kolmogorov- Smirnov test (K-S) using a significance level of 0.05 or 5%. If the significant value is
> 0.05 then H0 is accepted and Ha is rejected, which means that the data is normally distributed as shown in table 5 below:
Table 5. Normality Test Result One Sampel Kolmogorov-Smirnov Test Information Extracurricular Activity Amount of Data (N) 35
Significant Value 0,200
It can be observed from table 5, that the significant figure is greater than the significance value of 0.200. These results show that the information is nonormallyistributed.
b. Heteroskedastisitas Test
The results of the heteroscedasticity test using the scatterplot graph are shown in Figure 1 below:
Figure 1. Scatterplots Graph
Based on figure 4 it can be seen that the points are scattered randomly and are scattered either above or below the 0 value on the Y axis. And this proves that this form of regression does not involve heteroscedasticity.
c. Autocorrelation Test
The way to find out the existence of autocorrelation by using the DW Test statistical test (Durbin Watson Test) is shown in table 5 below.
Table 6. Autocorrelation Tes Result
Durbin-Watson Du 4-du Conclusion
1,844 1,5191 2,4809 Free
Autocorrelation
Based on table 6 above, the calculated DW value is greater than (du) = 1.844 which shows 1.844 < 2.4809 < 2.5191 so that the regression model is free from autocorrelation problems.
6. Simple Linear Regression Analysis
Simple linear regression analysis intends to identify the influence of extracurricular activities (X) on learning outcomes (Y). Based on information from the assumptions of respondents which were combined and processed with the help of SPSS v. 25 for Windows, the following results are obtained in table 7:
Table 7. Linear Regression Analysis Test Result Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
T Sig.
B Std. Error Beta 1 (Constant) 48.86
6
2.099 23.281 .000
Extracurricular Activity
.735 .043 .948 17.195 .000
a. Dependent Variable: Learning Outcome
Based on table 7 above, a simple regression equation can be determined as follows 𝑌 = 𝛼 + 𝛽 𝑋 + 𝜀
result:
𝑌 = 48,866 + 0,735 𝑋 + 𝜀
Based on the simple linear regression equation, it can be explained as follows:
a. Constant = 48.866
This value indicates that if the extracurricular activity variable is 0 (zero), then the learning outcome variable is 48.866
b. Coefficient X = 0.735
This number indicates that if the variable of extracurricular activities experiences an increase of 1 basis then it causes the variable of learning results to increase by 0.735.
But conversely, if the variable of extracurricular activities experiences a decrease of 1 basis then it will cause the variable of learning results to decrease by 0.735
7.
Hypothesis TestF test proves whether all free independent variables included in the shape affect the independent variable used. The determination equates to the degree of significance that has been determined with a value of 5% or 0.05. The results of simultaneous statistical tests can be seen in table 7 below:
Table 8. F Test Result ANOVAa
Model
Sum of Squares Df
Mean
Square F Sig.
1 Regres sion
540.372 1 540.372 295.6 60
.000b
Residu al
60.313 33 1.828
Total 600.686 34
a. Dependent Variable: Learning Outcome b. Predictors: Extracurricular Activity The result testing the hypothesis is as follows:
Based on the calculation results in SPSS v.24 for Windows in table 8, it can be seen that the F count value is 295.660 > 4.13 F table, which means H0 is rejected and Ha is accepted. This means that there is an influence of scout extracurricular activities on the mathematics learning outcomes of class XI Wahidiyah Senior High School.
8. Determination Coefficient Test
Following are the results of the coefficient of determination of the two variables:
Table 4 Determination Coefficient Test Result Model Summaryb
M o d e l R
R Square
Adjusted R Square
Std. The error in
the Estimate
Durbin- Watson 1 .948a .900 .897 1.35192 1.844 a. Predictors: Extracurricular Activity
b. Dependent Variable: Learning Outcome
The impact of extracurricular activities on learning outcomes can be known from the coefficient of certainty. Based on the results of the analysis in table 8, the R2 value is 0.900. This shows that extracurricular activities can reduce mathematics learning outcomes by 90% and more than 10% is explained by other variables not studied in this research.
DISCUSSION
Based on the results of testing the assumptions of extracurricular activities (X) on mathematics learning outcomes (Y) the F count is 295.660 and the significant number is 0.000<0.05 which means H0 is rejected and Ha is obtained. This means that extracurricular activities have a partial effect on the results of practicing mathematics in category XI Wahidiyah Senior High School/
Based on analysis of prerequisite tests include normality tests, heteroscedasticity, and autocorrelation test. The information normality test is seen from a significant value >
0.05 so that the information is normally distributed. The normality test uses the Kolmogorov-Smirnov experiment. The results of the normality test of the questionnaire between the effects of scout extracurricular activities on the results of students' practice are 0.200 because the significant number is> 0.05, so the research questionnaire data is said to be "reasonable". After the information is said to be normal, the next step is the heteroscedasticity questionnaire experiment. The results of testing the heteroscedasticity of the questionnaire information on the effect of Scout extracurricular activities on the results of students' practice show that the dots are sown randomly and scattered either above or below the value of 0 on the Y axis. And this proves that this form of regression
"heteroscedasticity is not intertwined". 4. 1). After the data is claimed to be reasonable and there is no subsequent heteroscedasticity, the autocorrelation test is du<d<4–du=
1.844<2.4809<2.5191 as a result the regression form is free from autocorrelation
values. The second is Experiment F, the F count is 295.660 and a significant value is 0.000 <0.05, which means H0 is rejected and H1 is obtained. This means that extracurricular activities have a positive and important effect between the effects of scout extracurricular activities on the mathematics learning outcomes of students in category XI Wahidiyah Senior High School.
These results match the objective of exploring scout activities. As research conducted by Amri (2018) shows that Scout’s extracurricular-based self-confidence is very satisfying and the contribution of the influence of Scout’s extracurricular-based self- confidence variables is 94.1% while the remaining 5.9% is influenced by other factors.
not examined in this study. This research was conducted on students at 6 Bengkulu State Senior High School. Other research conducted by Wurdianto (2020) shows similar results on learning achievement. This research was conducted on students of 10 Palangkaraya State Senior High School. The results showed that students who actively participated in Scout extracurricular activities had a higher average math score than students who did not participate in these activities. Scout activities aim to make each scout have a personality that is religious, pious, has high morals, chauvinistic spirit, law-abiding, obedient, uphold the honorable value of the nation, life skill, practicing Pancasila, and preserving the environment (Sunardi, 2018). If students explore scouting and practice knowledge in scouting activities, then students have a personality that is conscientious and obedient to the orders of the teacher.
CONCLUSION
Based on the results of research on the effect of extracurricular activities on mathematics learning outcomes for class XI Wahidiyah Senior High School researchers obtained a test result of 295.660 > 4.13 F table, which means H0 is rejected and Ha is accepted. The conclusion is there is an influence between scout extracurricular activities on the mathematics learning outcomes of class XI Wahidiyah Senior High School. So this test, shows that there is a positive and significant influence between the influence of scout extracurricular activities on student learning outcomes.
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