Unraveling Mathematical Anxiety: Perspectives from Cognitive Styles
DOI:
https://doi.org/10.31980/mosharafa.v14i3.3492Keywords:
Mathematics anxiety, cognitive style, Field Dependent (FD), Field Independent (FI), mathematical problem solving, Kecemasan matematika, gaya kognitif, penyelesaian masalah matematisAbstract
Penelitian ini bertujuan untuk menganalisis tingkat kecemasan matematika peserta didik berdasarkan gaya kognitif Field Dependent (FD) dan Field Independent (FI), serta mengidentifikasi perbedaan kecemasan antara kedua kelompok tersebut. Dengan pendekatan kualitatif, penelitian ini melibatkan 20 peserta didik kelas VII-A SMP Negeri 2 Babadan yang dikelompokkan berdasarkan gaya kognitif menjadi dua kategori yaitu FD dan FI dengan menggunakan tes GEFT. Setelah diperoleh klasifikasi gaya kognitif, siswa menjalani tes pemecahan masalah matematis. Berdasarkan analisis kesalahan dan kategori kemampuan yang dihasilkan, enam siswa representatif dari berbagai kombinasi gaya kognitif dan kemampuan dipilih untuk wawancara mendalam. Data yang diperoleh kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa peserta didik dengan gaya kognitif FD cenderung mengalami kecemasan matematika pada kategori berat akibat ketergantungan pada dukungan sosial, rendahnya kepercayaan diri, serta kesulitan dalam memahami konsep. Sebaliknya, peserta didik dengan gaya kognitif FI mengalami kecemasan pada kategori ringan hingga sedang yang dipengaruhi kesulitan mengingat langkah penyelesaian, namun lebih terbantu oleh kontrol diri yang baik. Secara umum, peserta didik FI lebih sistematis dan percaya diri, sehingga terbukti gaya kognitif berpengaruh terhadap kecemasan matematika dan kemampuan pemecahan masalah.
This study aims to analyze the level and differences in students' mathematics anxiety based on Field Dependent (FD) and Field Independent (FI) cognitive styles, as well as to identify differences in their anxiety. Using a qualitative approach, this study involved 20 seventh-grade students of class VII-A at SMP Negeri 2 Babadan, who were categorized into two cognitive style groups, Field Dependent (FD) and Field Independent (FI) based on the Group Embedded Figures Test (GEFT). After the cognitive style classification was obtained, the students took a mathematical problem-solving test. Based on the error analysis and the resulting ability categories, six representative students from various combinations of cognitive styles and ability levels were selected for in-depth interviews. The data obtained were then analyzed through data reduction, data presentation, and conclusion drawing stages. The research findings show that students with FD cognitive styles tend to experience severe mathematical anxiety due to their dependence on social support, low self-confidence, and difficulty in understanding concepts. Conversely, students with FI cognitive styles experience mild to moderate anxiety influenced by difficulties in remembering solution steps, but are more helped by good self-control. In general, FI students are more systematic and confident, thus proving that cognitive style influences math anxiety and problem-solving abilities.
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