Kontribusi Mathematics Anxiety Terhadap Kemampuan Akademik Mahasiswa Pada Pembelajaran Kalkulus

Hidayat, Rifqi; Rahmatudin, Jajang

doi:10.21580/phen.2018.8.2.2496

Cited by 4 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to some research, students with a moderate anxiety are usually afraid of inability to compete with others. It is bad that it could affect the students' performance in problem-solving (Hidayat, 2018;Amalia, 2017). However, the finding in this research tends to be different.…”

Section: Resultsmentioning

confidence: 61%

We might need a little anxiety: A finding of the students’ problem-solving on fraction operation

Purwasih

Istihapsari

Istiandaru

2020

Int. J. Educ. Insight

View full text Add to dashboard Cite

One of the factors affecting the students’ mathematical problem-solving ability is the mathematics anxiety. It was commonly believed that the higher anxiety a student feels, the lower performance the student does. This research aims to describe the students’ problem-solving performance on fraction operation within three levels of mathematics anxiety – the high, the moderate, and the low anxiety. In this research, we selected six subjects by administering a questionnaire. The subjects – representing each of the anxiety levels – engaged in a problem-solving test on fraction operation and then being interviewed about their problem-solving process based on Polya framework. After a number of triangulations and discussions, we found that the students with high anxiety tended to ruin their problem-solving process due to somatic symptoms. We also found that the students with moderate anxiety developed a good care such that the process going well. Interestingly, the students with low anxiety did not carefully solve the problems and made some mistakes in calculation. A simple question might be addressed for future research. Does anxiety sometimes develop a good alert that makes the student careful about their problem-solving steps?

show abstract

Section: Resultsmentioning

confidence: 61%

We might need a little anxiety: A finding of the students’ problem-solving on fraction operation

Purwasih

Istihapsari

Istiandaru

2020

Int. J. Educ. Insight

View full text Add to dashboard Cite

show abstract

“…According to Djiwandono and Wuryani in Hidayat, anxiety is divided into two categories, namely trait anxiety and state anxiety. (Hidayat, 2018) Trait anxiety is a symptom of someone who has high anxiety or worries excessively as a result of excessive response when facing many situations. Trait anxiety is usually characterized by several characteristics, such as sweaty palms, high heartbeats, and rather heavy breathing.…”

Section: Figure 6 Results Of Student Answers In the Low Mathematicalmentioning

confidence: 99%

An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

Anggoro

Agustina

Komala³

et al. 2019

ajpm

View full text Add to dashboard Cite

The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety.

show abstract

“…Selain itu matematika disebut-sebut sebagai ratunya ilmu pengetahuan, hal ini dikarenakan konsep yang terkandung di dalam matematika digunakan oleh cabang ilmu lain (Hidayat & Rahmatudin, 2017). Sehingga wajar bila matematika dijadikan bekal Tarisa Shinta Ihsani,Himatun Sholikhah,Isfany Rohmah,Nur Fita Septiyani Journal of Mathematics Learnuing Innovation,v2(n1), 1-7…”

Section: Introductionunclassified

Mathematics Mathematics Anxiety (MA) Pada Mahasiswa Calon Guru Matematika

Achsan bakrin

2023

JMLIPARE

View full text Add to dashboard Cite

Kecemasan Matematika merupakan salah satu faktor psikologis yang menentukan keberhasilan seseorang dalam belajar matematika pada setiap jenjang usia. Mathematics Anxiety (MA) adalah kondisi seseorang yang merasa tegang, khawatir, dan takut dengan hal-hal yang berkaitan dengan matematika. Mahasiswa calon guru mengalami kecemasan mengajar matematika dikarenakan belum mampu menguasai cara mengajar matematika dan mengembangkan materi/bahan ajar. Penelitian ini bertujuan untuk mengetahui tingkat mathematics anxiety (MA) calon guru matematika di FTIK UIN K.H. Abdurrahman Wahid Pekalongan. Metode penelitian yang digunakan adalah deskripsi kualitatif. Subjek penelitian ini adalah mahasiswa tadris matematika semester 3 yang berjumlah 40 orang. Pengumpulan data dilakukan dengan menggunakan dan observasi. Hasil observasi menyatakan bahwa dari 40 mahasiswa calon guru matematika semester tiga yang menjadi sampel, sebanyak 28 (70%) mahasiswa calon guru berada pada tingkat MA kategori tinggi, 2 (5%) mahasiswa berada pada tingkat MA kategori sedang, dan 10 (25%) mahasiswa berada pada tingkat kecemasan matematika kategori rendah. Hasilnya, gejala-gejala kecemasan matematika yang dialami oleh sebagaian mahasiswa ternyata tidak lagi nampak saat mereka berinteraksi dengan matematika di luar kelas. Sejumlah penelitian menunjukkan bahwa faktor emosional berperan dalam kinerja matematika dan kecemasan matematika. Hal inilah yang selanjutnya dikatakan sebagai kecemasan Matematika semu (Pseudo), yakni mahasiswa yang menunjukkan gejala-gejala perilaku, fisik dan/atau kognitif kecemasan Matematika hanya pada saat-saat tertentu. Kecemasan ini lebih dominan tampak padadomain attitude, dimana mereka merasa takut dan tidak percaya diri pada saat melakukan praktik mengajar.

show abstract

Kontribusi Mathematics Anxiety Terhadap Kemampuan Akademik Mahasiswa Pada Pembelajaran Kalkulus

Cited by 4 publications

References 1 publication

We might need a little anxiety: A finding of the students’ problem-solving on fraction operation

We might need a little anxiety: A finding of the students’ problem-solving on fraction operation

An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

Mathematics Mathematics Anxiety (MA) Pada Mahasiswa Calon Guru Matematika

Contact Info

Product

Resources

About