Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

Meriyati, Meriyati; Shaulita, Rizkia; Turnip, Lita Nurma

doi:10.24042/ajpm.v9i2.3719

Cited by 7 publications

(7 citation statements)

References 14 publications

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“…It means that the lower or smaller the math anxiety students have, the better the student's learning outcomes will be. The results of this study are in line with the findings of previous studies conducted by (Villamizar Acevedo et al, 2020;Asrawati, 2021;Evy Novia Nanda Artama et al, 2020) with the finding that mathematics anxiety has a negative impact on mathematics learning outcomes, so do the results (Anita, 2014) that the negative correlation between mathematics anxiety and mathematical connection ability, and the mathematics learning outcomes of students who have high anxiety levels are lower than students with the low level of achievement (Meriyati et al, 2018). Therefore, this study explains an agreement between the hypothesis and the existing data.…”

Section: Discussionsupporting

confidence: 89%

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The impact of affective skills toward on the mathematics learning outcomes at senior high school students

Wahyuddin

Rusdin

Nur³

2022

jel

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Affective skill is one of the factors that students must possess and are the key to successful learning; affective skills are also one of the skills needed in the world of work in the future. This research aimed to analyze the influence of affective skills and their influence on learning outcomes and the dominant influencing variables. This quantitative survey was conducted in January-March 2021, involving 155 students (61 males and 94 females). The variables consisted of exogenous variables, namely affective skills (math interest, math anxiety, math self-efficacy, beliefs, and math attitude), while endogenous variables are learning outcomes. The instrument used to measure exogenous variables were questionnaires including math interest, math anxiety, math self-efficacy, beliefs, and math attitude that met the validity and reliability tests. While the endogenous variable, namely understanding results obtained from the value of documentation of student learning outcomes at school. The data was processed by descriptive and inferential analysis through structural equation modeling (SEM). The study results concluded that math self-efficacy and math attitude were in the high category, beliefs and math interests were suitable. Math anxiety was of a low sort. Furthermore, math interest, math self-efficacy, beliefs, and math attitude were found to have no significant effect on learning outcomes, which means that math interest, self-efficacy, ideas, and math attitude were not sufficient to provide evidence that they could significantly influence learning outcomes.

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Section: Discussionsupporting

confidence: 89%

“…Astuti (2015) explains that interest is also a determinant of learning success. Several previous research results found that math interest can positively influence mathematics learning outcomes to include (Meriyati et al, 2018;Yustinaningrum, 2018;Waller, 2006).…”

Section: Introductionmentioning

confidence: 96%

The impact of affective skills toward on the mathematics learning outcomes at senior high school students

Wahyuddin

Rusdin

Nur³

2022

jel

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“…In the learning process, students are given an LKPD that is expected to facilitate students' mathematical critical thinking skills(Agus Slamet Susanto, Haninda Bharata, 2018). In this LKPD students are required to work together with their group members, because they have to make several flat-build models then conduct experiments and measurements to answer the hypothetical results (Meriyati, Rizkia Shaulita, 2018). Then the group discusses to find the right answers from the results of their data analysis.…”

Section: Discussionmentioning

confidence: 99%

The Guided Inquiry to Improve Students Mathematical Critical Thinking Skills Using Student’s Worksheet

Yasin

Jauhariyah

Madiyo

et al. 2019

Journal for the Education of Gifted Young Scientists

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In this study, research using guided inquiry was conducted to improve students' ability to think critically. By improving and making the worksheets the students of this research are expected to make it easier to understand a lesson. The development step in this study is to conduct a preliminary study as the first stage, then pre-product planning and development, after which the pretest, product prerevision and field test are carried out. Data collected in this study was carried out by observation, documentation, interviews, questionnaires and tests. In addition, student worksheets are validated based on media and material, which will be given revisions based on suggestions from the media, matrices, and experts. The participants of this study were students Junior High School of SMP Negeri 30 Bandar Lampung, Indonesia. The final results in this study, showed that the development of guided inquiry based worksheets was able to improve students' critical thinking power, which was obtained from the results of good category values, namely 71.07% on average students in mathematical critical thinking.

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“…Terlebih kecemasan dapat mengganggu keadaan fisik dan psikis mahasiswa tersebut. Menurut (Ardi et al, 2019;Petrowsk et al, 2020;Meriyati et al, 2018;Chardon, 2016), anxiety is a feeling of anxiety and tension in dealing with learning problems. Anxious students find learning not fun.…”

Section: Pendahuluanmentioning

confidence: 99%

Tingkat Kecemasan Mahasiswa pada Mata Kuliah Microteaching Berbasis Lesson Study

Hadiprasetyo¹,

Exacta²,

Susilowati³

2022

ABSIS Math. Educ. J.

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The objective of this study is to determine the students' anxiety level during a microteaching lesson based on the Lesson study and determine the faktors. This study is conducted in Mathematics education Universitas Veteran Bangun Nusantara Sukoharjo. The subjects are the students of 6 semesters. This is a qualitative method with the data on anxiety from the questionary of HARS. interview results. Subjects are drawn using purposive sampling. Data validation is done by triangulation of the data. Data analysis was performed at the stages of data reduction, data presentation, and conclusion. From the analysis 2 students with no anxiety, 3 students with light anxiety, and 3 students with moderate anxiety. Based on the results of data analysis on the degree of student anxiety during a microteaching lesson based on the Lesson study, i.e., the degree of anxiety is not anxiety, light, and moderate anxiety. Data from eight subjects that influence a student's level of anxiety: external faktors are influenced by friends and observers. Internal faktors that influence are lack of preparation for practice, lack of material preparation, lack of adaptability, and gender.

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Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

Cited by 7 publications

References 14 publications

The impact of affective skills toward on the mathematics learning outcomes at senior high school students

The impact of affective skills toward on the mathematics learning outcomes at senior high school students

The Guided Inquiry to Improve Students Mathematical Critical Thinking Skills Using Student’s Worksheet

Tingkat Kecemasan Mahasiswa pada Mata Kuliah Microteaching Berbasis Lesson Study

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