Mathematical Trauma Students’ Junior High School Based on Grade and Gender

Abstract

Mathematical trauma is a mental condition of students caused by experiences that make it difficult or emotionally with mathematics. This study analyzes students’ trauma of mathematics based on grade and gender by using survey research methods and data processing using Winsteps. The subjects of the research were 204 students in every grade in Junior High School. The questionnaire consisted of 20 statements. This instrument was developed measuring mathematical trauma. It consisted of three indicators: difficult to adapt to the environment, saturated with the learning system that is done, and difficult to get along and organize themselves. Based on the Rasch analysis, for the item, two items (I10 and I7) are a misfit, and the rest items are fit. The items were suitable for 147 respondents (72.06%). Based on The Wright Maps table on WinSteps, the percentage of male students who are very traumatized by mathematics is more than female students. Meanwhile, based on grade, students from grade 8 are more very traumatized by mathematics than students from grade 7 and grade 9. Furthermore, based on a questionnaire, students prefer to class condition that made very traumatized by mathematics.

Mathematical Problem-Solving on Slow Learners Based on Their Mathematical Resilience

“…The Rasch model is only used to determine the subject because it wants to see a linear measure and approximate precision between mathematical resilience and mathematical problem-solving. Based on the Rasch Winstep model results, the researcher takes several subjects, the technique for determining the ranking scale, and the results of complex test data can use Wright Maps (Boone et al, 2014;Faradillah & Febriani, 2021). A mathematical resilience questionnaire consisting of 35 statements was given to 71 students with special needs.…”

Validity of critical thinking skills instrument on prospective Mathematics teachers

“…The quantitative approach is done by asking the same questions to all respondents, so the researchers have data that can be compared across all existing samples (Mat Roni et al, 2020). The survey method used is a validated survey modified according to the research objectives and collected data (Faradillah & Febriani, 2021;Mat Roni et al, 2020). This study aims to describe the process of the validity of the critical thinking skills instrument on prospective mathematics teachers.…”

“…In Table 5, there are Outfit Mean Square Values (MNSQ), Outfit Z-Standard Values (ZSTD), and also Point Measure Correlation (PTMEA-CORR) which are the criteria for assessing the suitability of the item and person. Item fit can show that the item functions appropriately according to the size it should be, but if the item does not fit, or misfit, it shows that the respondent has misconceptions about the item (Faradillah & Febriani, 2021). On the other hand, for person fit, it can also be seen from the three criteria (Sumintono & Widhiarso, 2014).…”

An Analysis of the Online Final Examination Items for Ninth-graders in the Mathematics Course Using the Rasch Measurement Model

“…Although the Rasch model shows the measurement criteria and test fitting responses, the analysis of insufficiently fit data should be continued by carefully evaluating the reliability and validity [16]. The model is also a method for analyzing examination results to investigate the correlation between item difficulty and students' abilities [17], [18].…”