Abstract

This research is trying to determine of the mathematical concepts, instead by integrating the learning motivation (X₁) and self-concept (X₂) can contribute to the mathematical communicative ability (Y).

The test instruments showed the following results: (1) simple regressive equation Y on X₁ was Ŷ = 32.891 + 0.43X₁, simple linier regressive test Y on X₁ was F_cal = 1.272< F_tab = 1.897 and pertained to linear regression at significant level of 5%, (2) simple regressive equation Y on X₂ was Ŷ = 33.68 + 0.44X₂, simple linear regressive test Y on X₂ was F_cal = 0.616< F_tab = 1.897 and pertained to linear regression at significant level of 5%.

The data analysis of the variable correlation could be seen as follows: (1) learning motivation (X₁) with mathematical communicative ability (Y) was r_cal = 7.730> r_tab = 4.020 indicated the positive correlation at significant level of 5%, (2) self-concept (X₂) with mathematical communicative ability (Y) was r_cal = 8.375> r_tab = 4.020 showed the positive correlation at significant level of 5%.

The result of this study is that there was a positive relationship between learning motivation (X₁) and mathematical communicative ability (Y), and also self-concept (X₂) and mathematical communicative ability (Y).

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