The Contribution of Learning Motivation and Learning Styles to Numeracy Literacy Skills: A Regression-Based Study

M.M. Endang Susetyawati; Kristina Warniasih; Ika Ernawati

doi:10.56741/IISTR.jpes.001352

Authors

M.M. Endang Susetyawati
magda@upy.ac.id
PGRI Yogyakarta University https://orcid.org/0000-0003-4768-588X
Kristina Warniasih PGRI Yogyakarta University https://orcid.org/0009-0008-1763-5228
Ika Ernawati PGRI Yogyakarta University https://orcid.org/0000-0002-1179-1085

Keywords:

Ex Post Facto Design, Learning Motivation, Learning Styles, Multiple Regression Analysis, Numeracy Literacy Skills

Abstract

This study aims to examine the effect of learning motivation and learning styles on the numeracy literacy skills of grade 7 at SMP Negeri 2 Kasihan. The research employed a quantitative approach with an ex post facto design. The sample consisted of 120 students selected purposively, and the study was conducted from February to May 2025. The research instruments included a learning motivation questionnaire, a learning style questionnaire, and a numeracy literacy test, all of which underwent construction, expert validation, and pilot testing. Most of the items were found to be valid and reliable, except for several items in the numeracy literacy test that were eliminated. The data were analyzed using descriptive statistics to obtain the maximum, minimum, total, and mean scores for each variable. The prerequisite tests included normality, multicollinearity, heteroscedasticity, and linearity, all of which indicated that the data met the assumptions for regression analysis. The results of multiple linear regression analysis revealed that learning motivation and learning styles simultaneously had a significant effect on numeracy literacy skills (sig. 0.000 < 0.05). However, partially, neither learning motivation nor learning styles showed a significant effect. The coefficient of determination (R²) of 0.276 indicates that the two independent variables explained 27.6% of the variance in students’ numeracy literacy skills, while the remaining variance was influenced by other factors beyond this study.

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Author Biographies

M.M. Endang Susetyawati, PGRI Yogyakarta University

is a lecturer in Mathematics Education at PGRI Yogyakarta University. In addition to his teaching responsibilities, he is actively engaged in a variety of professional training activities. These activities are designed to strengthen his expertise and broaden his perspectives. His main focus of development lies in the fields of educational evaluation and mathematics education. (email: magda@upy.ac.id).

Kristina Warniasih, PGRI Yogyakarta University

is a lecturer in Mathematics Education at PGRI Yogyakarta University. In his role as a lecturer, she is actively involved in teaching and guiding students to develop a strong foundation in mathematics. He also participates in various training activities that are intended to improve his knowledge and teaching skills. His main focus of professional development is in the fields of mathematics and geometry education. (email: kristina@upy.ac.id).

Ika Ernawati, PGRI Yogyakarta University

is a lecturer in Guidance and Counseling at PGRI Yogyakarta University. In addition to his academic responsibilities, he is actively engaged in community service programs. His contributions are particularly focused on providing counseling services that address the needs of the community. Most of his activities emphasize the field of education, where he seeks to support and empower individuals through effective guidance and counseling practices. (email: ika@upy.ac.id).

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