Pre-Service Biology Teachers’ Mathematics Anxiety

Authors

  • Kimura Patar Tamba Universitas Pelita Harapan
  • Jessica Elfani Bermuli Universitas Pelita Harapan

DOI:

https://doi.org/10.31980/mosharafa.v12i2.787

Keywords:

Abbreviated Math Anxiety Scale, Interdisiplinari, Kecemasan Matematika, Pendidikan Biologi, Biology Education, Interdisciplinary, Mathematics Anxiety

Abstract

Kemampuan kuantitatif dibutuhkan calon guru biologi dalam memahami fenomena biologis. Hal pertama yang perlu dilakukan dalam menyelesaikan masalah ini adalah perlunya eksplorasi kondisi kecemasan matematika calon guru biologi. Penelitian ini bertujuan mengeksplorasi tingkat kecemasan matematika calon guru biologi dan perbedaannya berdasarkan gender dan angkatan masuk kuliah. Data dikumpulkan dengan menggunakan kuisioner AMAS (Abbreviated Math Anxiety Scale). Data dianalisis dengan menggunakan statistic deskriptif, uji anova satu arah, dan uji Kruskal-Wallis. Hasil penelitian menunjukkan calon guru biologi memiliki tingkat kecemasan matematika dan kecemasan belajar matematika berdasarkan angkatan dan gender berada pada kategori sedang. Sementara kecemasan evaluasi matematika berada pada kategori tinggi berdasarkan angkatan dan gender.  Hasil penelitian juga menunjukkan tidak terdapat perbedaan kecemasan matematika, kecemasan belajar matematika, kecemasan atas evaluasi matematika berdasarkan gender dan angkatan. Hasil penelitian ini layak menjadi perhatian dalam pendidikan biologi bahwa perlu dikonstruksi suatu desain didaktis ataupun perubahan kurikulum yang mendorong integrasi dan interdisiplinari matematika dan biologi sehingga kecemasan matematika dapat berkurang.

Quantitative ability is needed by prospective biology teachers in understanding biological phenomena. The first thing that needs to be done in solving this problem is the need to explore the condition of pre-service biology teachers’ mathematics anxiety. This study aims to explore the mathematics anxiety level of pre-service biology teachers and their differences by gender and cohort. Data were collected using the AMAS (Abbreviated Math Anxiety Scale) questionnaire. Data were analyzed using descriptive statistics, one-way ANOVA test, and Kruskal-Wallis test. The results showed that pre-service biology teachers had mathematics anxiety levels and mathematics learning anxiety based on cohort and gender were in the medium category. Meanwhile, mathematics evaluation anxiety is in the high category based on cohort and gender. The results also showed that there was no difference between mathematics anxiety, mathematics learning anxiety, anxiety over mathematics evaluation based on gender and cohort. The results of this study deserve attention in biology education that it is necessary to construct a didactic design or curriculum change that encourages integration and interdisciplinary mathematics and biology so that mathematics anxiety can be reduced.

References

Afriansyah, E. A., & Turmudi, T. (2022). Prospective teachers’ thinking through realistic mathematics education based emergent modeling in fractions. Jurnal Elemen, 8(2), 605-618.

Birgin, O., Baloǧlu, M., Çatlioǧlu Hakan, H., & Gürbüz Ramazan, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20(6), 654–658.

Cargnelutti, E., Tomasetto, C., & Passolunghi, M. C. (2017). How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children. Cognition and Emotion, 31(4), 755–764.

Cohen, J. E. (2004). Mathematics is biology’s next microscope, only better; biology is mathematics’ next physics, only better. PLoS Biology, 2(12). https://doi.org/10.1371/journal.pbio.0020439

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge.

Devine, A., Fawcett, K., Szucs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, 1–9. https://doi.org/10.1186/1744-9081-8-33

Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability. Assessment, 10(2), 178–182. https://doi.org/10.1177/1073191103010002008

Hoskinson, A.-M. (2010). How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill. CBE—Life Sciences Education, 9(1), 333–341. https://doi.org/10.1187/cbe.10

Maloney, E. A., Risko, E. F., Ansari, D., & Fugelsang, J. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition, 114(2), 293–297. https://doi.org/10.1016/j.cognition.2009.09.013

Matthews, K. E., Adams, P., & Goos, M. (2010). Using the principles of BIO2010 to develop an introductory, interdisciplinary course for biology students. CBE Life Sciences Education, 9(3), 290–297. https://doi.org/10.1187/cbe.10-03-0034

Matthews, K. E., Hodgson, Y., & Varsavsky, C. (2013). Factors influencing students’ perceptions of their quantitative skills. International Journal of Mathematical Education in Science and Technology, 44(6), 782–795. https://doi.org/10.1080/0020739X.2013.814814

McGinnis, J. R., Kramer, S., Shama, G., Graeber, A. O., Parker, C. A., & Watanabe, T. (2002). Undergraduates’ Attitudes and Beliefs about Subject Matter and Pedagogy Measured Periodically in a Reform-Based Mathematics and Science Teacher Preparation Program. Journal of Research in Science Teaching, 39(8), 713–737. https://doi.org/10.1002/tea.10042

Milovanović, I., & Branovački, B. (2020). Adaptation and Psychometric Evaluation of Modified Abbreviated Math Anxiety Scale for Children in Serbia. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-020-10066-w

Núñez-Peña, M. I., Suárez-Pellicioni, M., Guilera, G., & Mercadé-Carranza, C. (2013). A Spanish version of the short Mathematics Anxiety Rating Scale (sMARS). Learning and Individual Differences, 24, 204–210. https://doi.org/10.1016/j.lindif.2012.12.009

Poladian, L. (2013). Engaging life-sciences students with mathematical models: Does authenticity help?. International Journal of Mathematical Education in Science and Technology, 44(6), 865–876. https://doi.org/10.1080/0020739X.2013.811301

Prahmana, R. C. I., Sutanti, T., Wibawa, A. P., & Diponegoro, A. M. (2019). Mathematical Anxiety Among Engineering Students. Infinity Journal, 8(2), 179.

Rahayu, L. P., Mustadi, A., & Sarjiman, P. (2019). An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety. Al-Jabar : Jurnal Pendidikan Matematika, 10(1), 111–124. https://doi.org/10.24042/ajpm.v10i1.4165

Rawa, N. R., & Mastika Yasa, P. A. E. (2019). Kecemasan Matematika Pada Mahasiswa Pendidikan Guru Sekolah Dasar. Journal of Education Technology, 2(2), 36.

Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456

Rizta, A., & Antari, L. (2018). Tingkat Mathematics Anxiety Pada Mahasiswa Calon Guru Matematika. Jurnal Pendidikan Matematika, 13(1), 9–20.

Rubinsten, O., Bialik, N., & Solar, Y. (2012). Exploring the relationship between math anxiety and gender through implicit measurement. Frontiers in Human Neuroscience, 6(SEPTEMBER), 1–11. https://doi.org/10.3389/fnhum.2012.00279

Suratmi, Abdullah, R., & Taufik, M. (2017). Hubungan antara Tingkat kecemasan dengan Hasil Belajar mahasiswa di Progran Studi Pendidikan Biologi UNTIRTA. Jurnal Pembelajaran Biologi, 4(1), 71–76.

Taylor, B. A., & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16(2), 297–313. https://doi.org/10.1007/s10984-013-9134-x

Vitasari, P., Herawan, T., Wahab, M. N. A., Othman, A., & Sinnadurai, S. K. (2010). Exploring mathematics anxiety among engineering students. Procedia - Social and Behavioral Sciences, 8(5), 482–489.

Vukovic, R. K., Roberts, S. O., & Green Wright, L. (2013). From Parental Involvement to Children’s Mathematical Performance: The Role of Mathematics Anxiety. Early Education and Development, 24(4), 446–467. https://doi.org/10.1080/10409289.2012.693430

Wachsmuth, L. P., Runyon, C. R., Drake, J. M., & Dolan, E. L. (2017). Do biology students really hate math? Empirical insights into undergraduate life science majors’ emotions about mathematics. CBE Life Sciences Education, 16(3), 1–10.

Downloads

Published

2023-04-30

How to Cite

Tamba, K. P., & Bermuli, J. E. (2023). Pre-Service Biology Teachers’ Mathematics Anxiety. Mosharafa: Jurnal Pendidikan Matematika, 12(2), 327–338. https://doi.org/10.31980/mosharafa.v12i2.787

Issue

Section

Articles

Similar Articles

<< < 8 9 10 11 12 13 14 15 16 17 > >> 

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