<![CDATA[Abstrak: Pembelajaran daring agar dapat berhasil diperlukan adanya ketertarikan mahasiswa yang tinggi dalam belajar matematika. Ketertarikan yang tinggi terhadap pembelajaran matematika disebut dengan disposisi matematis. Penelitian ini bertujuan untuk mengetahui adakah pengaruh disposisi matematis terhadap prestasi belajar e-learning mahasiswa Tadris Matematika (TMA) Semester III IAIN Takengon. Populasi dalam penelitian ini adalah mahasiswa TMA IAIN Takengon. Sample dipilih dengan teknik purposive sampling yaitu mahasiswa TMA semester III. Pendekatan yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian korelasi. Instrumen penelitian menggunakan tes dan non tes. Penelitian ini dianalisis menggunakan uji normalitas, uji linieritas, uji heteroskedastisitas, dan uji regresi linier sederhana. Berdasarkan pengujian regresi diketahui nilai sig = 0,003 < 0,05 yang berarti bahwa disposisi matematis memiliki pengaruh signifikan terhadap prestasi belajar e-learning. Selain itu diperoleh nilai R square = 0,848 menunjukan bahwa variabel disposisi matematis mempengaruhi variabel prestasi belajar e-learning sebesar 84,8% dan sebesar 16, 4% variabel prestasi belajar e-learning dipengaruhi faktor diluar disposisi matematis. Besarnya koefisien korelasi (R) adalah 0,921 yang artinya terdapat hubungan yang kuat antara disposisi matematis dengan prestasi belajar e-learning. Model regresinya adalah Y = -41,300 + 1,158 X. Hal ini menunjukkan bahwa disposisi matematis memiliki pengaruh yang signifikan terhadap prestasi belajar e-learning mahasiswa. Kata Kunci:Disposisi Matematis, Prestasi Belajar, E-Learning Abstract:Learning online in order to be successful requires high student interest in learning mathematics. High interest in learning mathematics is called a mathematical disposition. This study aims to determine whether there is an effect of mathematical disposition on e-learning learning achievement of Mathematics Tadris (TMA) III Semester students at IAIN Takengon. The population in this study were students of TMA IAIN Takengon. Samples were selected by purposive sampling technique and selected third semester TMA students. The approach used is a quantitative approach with the type of correlation research. The research instrument used tests and non-tests. This study was analyzed using the normality test, linearity test, heteroscedasticity test, and simple linear regression test. Based on regression testing, it is known that the value of sig = 0.003 <0.05, which means that mathematical disposition has a significant effect on e-learning achievement. In addition, the value of R square = 0.848 shows that the mathematical disposition variable affects the e-learning learning achievement variable by 84.8% and 16.4%, the e-learning learning achievement variable is influenced by factors outside of mathematical disposition. The magnitude of the correlation coefficient (R) is 0.921, which means that there is a strong relationship between mathematical disposition and e-learning achievement. The regression model is Y = -41,300 + X 1,158. This shows that mathematical disposition has a significant effect on student e-learning achievement. Keywords:Mathematical Disposition, Learning Achievement, E-Learning]]>
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