Interaksi Gaya Mengajar dan Konten Matematika sebagai Faktor Penentu Kecemasan Matematika

Authors

  • Imam Kusmaryono Universitas Islam Sultan Agung
  • Nuhyal Ulia Universitas Islam Sultan Agung

DOI:

https://doi.org/10.31980/mosharafa.v9i1.599

Keywords:

gaya mengajar, kecemasan matematika, konten matematika, teaching style, mathematics anxiety, mathematical content

Abstract

Matematika merupakan pelajaran yang tidak banyak disukai orang, yang memancing sikap negatif dan menyebabkan pengalaman kegagalan. Salah satu faktor kegagalan adalah adanya kecemasan. Tujuan utama penelitian ini adalah menyelidiki seberapa besar dampak gaya mengajar guru terhadap kecemasan matematika pada siswa jurusan IPA dan IPS serta menyelidiki adanya interaksi antara konten matematika dan gaya mengajar guru dalam menentukan tingkat kecemasan matematika siswa. Desain penelitian ini menggunakan Ex Post Facto Design. Melalui teknik random sampling diperoleh sampel 30 siswa kelas X-IPA dan 30 siswa kelas X-IPS. Pengumpulan data melalui angket survey yang berisi 30 item kecemasan matematika dimana siswa merespons dengan skala Likert 1-5. Data dianalisis melalui uji statistic Anova dua arah dengan interaksi. Hasil penelitian menunjukkan (1) Gaya mengajar guru dengan Problem Based Learning memiliki dampak yang besar terhadap penurunan kecemasan matematika pada siswa di semua jurusan IPA dan IPS, secara statistik signifikan (p < 0,05) dan secara praktis signifikan dengan dampak (efek) masing-masing d = 0,84 dan d = 0,55, dan (2) Terdapat interaksi yang berarti antara konten matematika dan gaya mengajar guru dalam menentukan tingkat kecemasan matematika dengan signifikasi (p < 0,05).

Mathematics is a lesson that is not much liked by people, which provokes a negative attitude and causes the experience of failure. One of the failure factors is anxiety. The main objective of this study is to investigate how much the impact of teacher teaching style on mathematics anxiety in students majoring in Natural Sciences and Social Sciences and investigate the interaction between mathematics content and teacher teaching style in determining the level of student mathematics anxiety. This research design uses Ex Post Facto Design. Through random sampling techniques obtained a sample of 30 students of X-IPA class and 30 students of X-IPS class. Data collection through a survey questionnaire containing 30 items of mathematical anxiety to which students responded with a Likert scale of 1-5. Data were analyzed through two-way Anova statistical tests with interactions. The results showed (1) The teaching style of teachers with Problem Based Learning had a large impact on the reduction of mathematics anxiety in students in all majors of Natural Sciences and Social Sciences, statistically significant (p <0.05) and practically significant with their respective effects (effects) - d = 0.84 and d = 0.55, and (2) There is a significant interaction between mathematics content and teacher teaching style in determining the level of mathematics anxiety with significance (p <0.05).

References

Afriansyah, E. A., Puspitasari, N., Luritawaty, I. P., Mardiani, D., & Sundayana, R. (2019). The analysis of mathematics with ATLAS.ti. Journal of Physics: Conference Series 1402(7), 077097.

Agus, P., & Mastika, E. (2018). Kecemasan Matematika Pada Mahasiswa Pendidikan Guru Sekolah Dasar. Journal of Education Technology, 2(2), 36–45.

Cheng, Y. S. (2012). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001

Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7(APR). https://doi.org/10.3389/fpsyg.2016.00508

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115. https://doi.org/doi:10.1177/1365480214521457

Hader, A. E. (2017). Pengaruh Penerapan Model Pembelajaran Student Facilitator And Explaining pada Mata Kuliah Pendidikan Matematika Anak Usia Dini terhadap Keaktifan Mahasiswa Program Studi PGPAUD Universitas Dharmas Indonesia. Mosharafa: Jurnal Pendidikan Matematika, 6(2), 305-310. DOI: https://doi.org/10.31980/mosharafa.v6i2.319

Hashempour, S., & Mehrad, A. (2014). The effect of anxiety and emotional intelligence on students ’ learning process faculty of human ecology. Journal of Education & Social Policy, 1(2), 115–122.

Krystle, O., Fitzpatrick, C. L., & Hallett, D. (2017). Math Anxiety Is Related to Some, but Not All, Experiences with Math. Frontiers in Psychology, 8(2067), 129–142.

Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015a). Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. PLoS ONE, 10(6), 1–19. https://doi.org/10.1371/journal.pone.0130570

Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015b). Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties. PLOS ONE Journal, 6(6), 1–19. https://doi.org/10.1371/journal.pone.0130570

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11(1), 311–322. https://doi.org/10.2147/PRBM.S141421

Mutlu, Y. (2019). Math Anxiety in Students With and Without Math Learning Difficulties. International Electronic Journal of Elementary Education, 11(5), 471–475. https://doi.org/10.26822/iejee.2019553343

Passolunghi, M. C., Caviola, S., De Agostini, R., Perin, C., & Mammarella, I. C. (2016). Mathematics anxiety, working memory, and mathematics performance in secondary-school children. Frontiers in Psychology, 7(2), 1–8. https://doi.org/10.3389/fpsyg.2016.00042

Ridia, N. S., & Afriansyah, E. A. (2019). Perbandingan Kemampuan Pemahaman Matematis Siswa melalui Auditory Intellectualy Repetition dan Student Teams Achievement Division. Mosharafa: Jurnal Pendidikan Matematika, 8(3), 515-526. DOI: https://doi.org/10.31980/mosharafa.v8i3.509

Sharma, S. (2019). Experimental and Ex Post Facto Designs. In Horizon University (Vol. May, pp. 1–17). Horizon University. Retrieved from https://www.researchgate.net/publication/333220493_Experimental_and_Ex_Post_Facto_Designs#pf9

Shehayeb, S. (2018). Journal of Depression and Anxiety s Practices and Content of Mathematics on The Impact of Teacher ’ s Student ’ Anxiety in Secondary and Intermediate Classes. Journal of Depression and Anxiety, 7(4), 1–8. https://doi.org/10.4172/2167-1044.1000320

Shehayeb, S., & Anouti, M. (2018). The Impact of Teacher’s Practices and Content of Mathematics on Student’s Anxiety in Secondary and Intermediate Classes. Journal of Depression and Anxiety, 7(4), 1–8. https://doi.org/10.4172/2167-1044.1000320

Uysal, F., & Dede, Y. (2016). Mathematics Anxiety and Beliefs of Turkish Pre-service Elementary Teachers. EURASIA Journal of Mathematics, Science & Technology Education, 12(8), 2171–2186. https://doi.org/10.12973/eurasia.2016.1418a

Waru, M. V. (2016). Perbandingan Kemampuan Komunikasi Matematika melalui Pembelajaran Quantum dan Pembelajaran Langsung dengan Memperhitungkan Kemampuan Awal Siswa. Mosharafa: Jurnal Pendidikan Matematika, 5(2), 93-100. DOI: https://doi.org/10.31980/mosharafa.v5i2.264

Zakariya, Y. F. (2018). Development of Mathematics Anxiety Scale : Factor Analysis as a Determinant of Subcategories. Journal of Pedagogical Research, 2(2), 135–144.

Downloads

Published

2020-01-30

How to Cite

Kusmaryono, I., & Ulia, N. (2020). Interaksi Gaya Mengajar dan Konten Matematika sebagai Faktor Penentu Kecemasan Matematika. Mosharafa: Jurnal Pendidikan Matematika, 9(1), 143–154. https://doi.org/10.31980/mosharafa.v9i1.599

Issue

Section

Articles

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.