Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat

Abstract

Pembelajaran matematik masa kini tidak lagi hanya menekankan pembinaan tingkah laku pelajar yang dapat dikesan daripada tindak balas dan rangsangan. Bahkan juga memberi penekanan bagi melihat bahawa pendidikan matematik disifatkan sebagai subjek yang sukar di samping melibatkan interaksi dinamik antara sifat dalaman pelajar, faktor fizikal dan faktor persekitaran sosiobudaya. Persaingan sengit dan perubahan teknologi yang pesat memerlukan kepintaran matematik dan wajib diambil hampir dalam kesemua latar belakang pendidikan. Justeru, kajian ini dijalankan adalah untuk menentukan tahap kebimbangan dan efikasi kendiri pelajar serta hubungannya berdasarkan pembelajaran matematik. Kajian tinjauan ini melibatkan 311 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan di daerah Johor Bahru. Pensampelan rawak mudah dan berkelompok telah digunakan untuk mendapat responden kajian. Instrumen kajian merupakan soal selidik Mathematics Self-Efficacy and Anxiety Questionaire (MSEAQ) yang telah diadaptasi serta diubahsuai bagi mengukur tahap kebimbangan dan efikasi kendiri terhadap pembelajaran matematik dalam kalangan pelajar Sekolah Menengah Kebangsaan harian. Dapatan menunjukkan kebimbangan pelajar terhadap pembelajaran matematik berada pada tahap yang tinggi. Selain itu, hasil dapatan bagi tahap efikasi kendiri pelajar terhadap pembelajaran matematik pula adalah berada pada tahap sederhana. Hasil analisis ujian korelasi mendapati, tiada perhubungan antara kebimbangan dan efikasi kendiri pelajar terhadap pembelajaran matematik. Kajian ini secara keseluruhannya menunjukkan pembelajaran matematik tidak sekadar bergantung kepada kebolehan kognitif, tetapi juga melibatkan faktor psikologi pelajar. Cadangan penambahbaikan kajian boleh dilakukan melalui penambahan sampel kajian, perluasan konteks dan mengaitkannya dengan pemboleh ubah lain yang berpotensi.

The Relationship between Learning Styles and Math Anxiety among Secondary School Students

“…Mathematical anxiety is a common phenomenon among secondary school students (Zay & Kurniasih, 2023). Several studies, both within and outside the country, have found that secondary school students experience high levels of mathematical anxiety (Bornaa, Rahaman, & Iddrisu, 2023;Estonanto & Dio, 2019;Hui & Rosli, 2021;Mutegi et al, 2021;Suren & Kandemir, 2020;Taley & Ndamenenu, 2022). High levels of anxiety refer to the fear and difficulty in participating in activities related to mathematics (Muner & Rosli, 2023).…”

“…Students experiencing it may feel anxious and less enthusiastic when performing numerical calculations or solving math problems (Hunt & Zakaria, 2018;Prodromou & Frederiksen, 2018). Muner and Rosli (2023) found that mathematical anxiety has a negative impact on students' math achievements and can hinder them from achieving their educational goals. Therefore, it is crucial for teachers and researchers to understand the factors influencing mathematical anxiety and how to help students overcome this issue.…”

“…Mathematical anxiety occurs at every level of education. In Malaysia, studies on mathematical anxiety have been conducted involving university students (Mustaffa, 2017), matriculation students Husain (2020), primary school students Ismail & Maat (2017); Muner & Rosli (2023), and secondary school students (Esa & Mohamed, 2017;Peng & Rosli, 2021;Yahya & Amir, 2018). Mathematical anxiety among secondary school students is often associated with various factors such as math achievement Mutegi et al ( 2021 Deieso & Fraser (2019), and gender (Klee & Miller, 2019;Mann & Walshaw, 2019;Prahmana, Sutanti, & Diponegoro, 2021).…”

The influence of learning styles on academic procrastination among students in mathematics

“…(2022) who stated that kinesthetic students find it difficult to make mathematical connections well because they learn by manipulating objects or applying them to everyday life. Briefly, since mathematics learning is more abstract (Hui and Rosli, 2021), it is difficult for these students to relate the mathematical concepts learned to their real life. Furthermore, the teaching method of Mathematics teachers, which is entirely contingent on explanations in class without diversifying the teaching methods, limits kinesthetic students' understanding of abstract mathematical concepts.…”

“…This causes students to experience difficulties in solving questions or other mathematical problem-solving exercises even if they involve the same question form (Yuanita et al, 2018). Students also think that mathematics assignments are too complicated and difficult because mathematics learning is more abstract (Hui and Rosli, 2021). Therefore, practicing the right learning style can create a positive atmosphere when learning mathematics (Mundia and Metussin, 2019) and subsequently reduce the tendency of students to practice academic procrastination in the subject of Mathematics.…”