Mathematics Anxiety of Secondary School Students: A Case Study for Kocaeli Area

Sevindir, Hülya Kodal; Yazıcı, Cüneyt; Yazıcı, Vildan

doi:10.1016/j.sbspro.2014.09.254

Cited by 8 publications

(6 citation statements)

References 7 publications

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“…Hal ini dapat terjadi karena kecemasan membuat siswa menjadi ragu dengan kemampuannya dalam memahami matematika (Rozgonjuk et al, 2020;Sherman & Wither, 2003;Sloan, 2010). Sevindir et al, (2014) dalam penelitiannya menunjukan bahwa beberapa siswa yang mengerjakan soal matematika terindikasi mengalami kecemasan yang ditunjukan dengan gejala jantung berdebar, sesak napas, sakit perut, berkeringat dan kehilangan konsentrasi sehingga merasa kesulitan dan gugup. Sieber menuturkan bahwa kecemasan dapat mengganggu kemampuan kognitif dalam belajar seperti berkonsentrasi, pembentukan konsep dan pemecahan masalah matematik (Winardi et al, 2019).…”

Section: Latar Belakang Masalahunclassified

Kecemasan Siswa Sekolah Menengah Pertama Dalam Menyelesaikan Masalah SPLDV Pada Kelas Virtual

Hastuti¹,

Umam

Eclarin

et al. 2021

IJoPME

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Latar Belakang Pembelajaran matematika yang membutuhkan interaksi yang sangat aktif antara guru dan siswa melalui komunikasi tatap muka secara tiba-tiba harus berubah. Siswa dan guru berkomunikasi melalui meeting online dan komunikasi secara virtual. Hal ini menimbulkan potensi kecemasan yang muncul pada diri siswa. Tujuan dari penelitian mengeksplorasi sejauh mana kecemasan siswa terjadi pada pembelajaran matematika materi SPLDV. Pemilihan Subjek Penelitian dilakukan dengan memilih subjek yang menggunakan pembelajaran matematika dengan virtual dalam jangka waktu yang lama. Metode Penelitian menggunakan penelitian kuantitatif dengan menggunakan survey untuk mengungkapkan bagaimana kecemasan yang terjadi pada siswa. Analisis Data Hasil Penelitian dilakukan dengan mendeskripsikan hasil dari survey yang sudah diberikan oleh siswa. Hasil tersebut dikolaborasikan dengan penelitian terdahulu sehingga dapat memberikan kontribusi atas kecemasan yang terjadi. Hasil penelitian ini menunjukkan bahwa kecemasan matematis siswa banyak dipengaruhi oleh faktor lingkungan yakni rasa tidak percaya diri siswa pada kemampuannya dan merasa bahwa orang lain memiliki kemampuan matematis yang lebih logis

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Section: Latar Belakang Masalahunclassified

Kecemasan Siswa Sekolah Menengah Pertama Dalam Menyelesaikan Masalah SPLDV Pada Kelas Virtual

Hastuti¹,

Umam

Eclarin

et al. 2021

IJoPME

View full text Add to dashboard Cite

show abstract

“…These associations and claims reflect the notion that mathematics is part of everybody's social life as social transactions often, if not always, require the need for math (i.e quantification, computation, measurement, among others). It could then be said that learni ng maths is not only important Sevindir et al (2014), but also inevitable. In fact, it is a necessity, in order to function well, to possess adequate mathematical ability (Skagerlund et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching mathematics in ‘different tongues’

et al. 2021

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Language choice in teaching mathematics is a legitimate area of concern. It is noted that tension exists in classrooms where mathematics is taught in a language different from the first language spoken by the learners (Martínez & Dominguez, 2018). It is then a logical supposition to make that if students in mathematics classes are taught and tested in a language that is not their native their scores and proficiency levels may not be a true measure of their abilities, but a reflection of their mastery of the language used as medium of instruction (Haag, Heppt, Stanat, Kuhl & Pant, 2013). Against this contention, this study is conducted to determine the mathematics proficiency and anxiety of students learning mathematics across different local languages. In addition, the study analyzed whether significant differences exist in the investigated variables across gender. The study disclosed interesting results which were discussed herein.

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“…Prior studies examining the longitudinal relations between number sense skills (e.g., counting, number knowledge, and number transformation) and later mathematics learning has shown promising results about the effect of mathematical anxiety on elementary and middle school mathematics achievement (Papadakis et al, 2018). Ashcraft and Kirk also said that individuals with high mathematics anxiety demonstrate smaller working memory spans, especially when assessed with a computation-based span task (Sevindir et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Higher-level mathematics probably relies even more heavily on working memory, so may show a far greater impact of mathematics anxiety. As students dealing with challenging mathematical problems, then we can distinguish clearly the effects of high mathematics anxiety and low mathematics competence (Sevindir et al, 2014). Similarly, Tobias and Weissbrod (1980) describe mathematical anxiety as panic, helplessness, paralysis, and mental disorders that arise when solving mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

“…The success of mathematical abilities enhancement and students' negative attitudes reduction towards Mathematics begins with the success of the researcher in making and analyzing instruments that will be given during the research takes place. The lack of consistency in prevailing mathematics anxiety theory is rectifiable by using modern measurement theory for measure construction (Sevindir et al, 2014). One way to do measurement is by questionnaires filled by a number of required samples.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Development of Instruments to Measure Mathematical Anxiety of Elementary School Students

Putri

Wahyudy

Yuliyanto

et al. 2020

IJLTER

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To generate high-quality research, a reliable instrument is required. This study aims to develop an instrument that can measure mathematical dimensions of elementary school students appropriately, for use in mathematics learning on spatial geometry. Each statement item in Mathematical Anxiety Instrument was developed based on 3 learning aspects, namely Attitudinal, Cognitive, Somatic. This study uses Research and Development (R&D) method with a quasi-experimental design on geometry topic. The sample is 100 sixth grade students in an elementary school located in Karawang Regency. The instrument developed in this study is in the form of a questionnaire with closed-ended questions. The validity test analysis implies that 23 out of 30 items on the instrument are valid. This data is supported by Cronbach's Alpha test results, where all item has reliability value higher than 0.80 indicating that the instrument being tested has a very high-test reliability. Therefore, 23 items out of 30 items were developed into instruments for measuring mathematics anxiety that applicable in Mathematics learning activities. Thus, it leads to the conclusion that this mathematics anxiety questionnaire can be utilized as an instrument for future research.

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Mathematics Anxiety of Secondary School Students: A Case Study for Kocaeli Area

Cited by 8 publications

References 7 publications

Kecemasan Siswa Sekolah Menengah Pertama Dalam Menyelesaikan Masalah SPLDV Pada Kelas Virtual

Kecemasan Siswa Sekolah Menengah Pertama Dalam Menyelesaikan Masalah SPLDV Pada Kelas Virtual

Teaching mathematics in ‘different tongues’

Development of Instruments to Measure Mathematical Anxiety of Elementary School Students

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