Pengaruh Kecemasan Matematika dan Konsep Diri Siswa Terhadap Hasil Belajar Matematika Siswa SMA
DOI:
https://doi.org/10.31980/plusminus.v4i3.2404Keywords:
Kecemasan Matematika; Konsep Diri Siswa; Hasil Belajar Matematika, Kecemasan Matematika, Konsep Diri Siswa, Hasil Belajar Matematika, Mathematics Anxiety, Students' Self-Concept, Mathematics Learning OutcomesAbstract
Kecemasan matematika merupakan masalah yang signifikan dalam dunia pendidikan yang mempengaruhi prestasi akademik siswa. Penelitian ini bertujuan untuk mendeskripsikan pengaruh kecemasan matematika siswa SMA terhadap hasil belajar matematika dan menganalisis dampak konsep diri siswa terhadap hasil belajar matematika. Penelitian kuantitatif korelasional dengan desain penelitian ex-post facto diterapkan untuk mencapai tujuan penelitian. Sampel dalam penelitian ini adalah siswa kelas XI SMA Katolik Santu Fransiskus Saverius Ruteng yang berjumlah 66 orang. Teknik pengumpulan data dilakukan dengan menggunakan metode non tes yaitu angket dan dokumentasi hasil belajar. Dari angket tersebut diperoleh data tentang kecemasan matematika dan konsep diri siswa. Hasil penelitian menunjukkan adanya pengaruh yang signifikan antara kecemasan matematika dengan hasil belajar matematika siswa. Terdapat pengaruh yang signifikan antara konsep diri siswa dengan hasil belajar matematika. Hasil uji statistik juga menunjukkan adanya pengaruh yang signifikan antara kecemasan matematika dan konsep diri siswa terhadap hasil belajar matematika siswa. Berdasarkan hasil penelitian, dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara kecemasan matematika dan konsep diri siswa secara simultan terhadap hasil belajar matematika siswa. Hasil penelitian ini berkontribusi pada diskusi yang sedang berlangsung tentang strategi yang efektif untuk mengurangi kecemasan matematika dan meningkatkan pendidikan matematika melalui integrasi teknologi, memberikan wawasan baru di kalangan pendidik, orang tua, peneliti, dan pembuat kebijakan dalam menciptakan lingkungan belajar yang inklusif dan efektif.
Mathematics anxiety is a significant problem in education that affects students' academic performance. This study aimed to describe the effect of high school students' mathematics anxiety on mathematics learning outcomes and analyze the impact of their self-concept on mathematics learning outcomes. The correlational quantitative research with an ex-post facto research design was applied to achieve the research objectives. The sample in this study was 66 students of class XI of the Catholic Senior High School of Santu Fransiskus Saverius Ruteng. The data collection technique was carried out using a non-test method, namely a questionnaire and documentation of learning outcomes. The questionnaire obtained data on mathematics anxiety and students' self-concept. The study results showed a significant effect between mathematics anxiety and students' mathematics learning outcomes. There was a significant effect between students' self-concept and mathematics learning outcomes. The statistical test results also showed a substantial impact of mathematics anxiety and students' self-concept on students' mathematics learning outcomes. Based on the results of the study, it can be concluded that there is a significant effect between mathematics anxiety and students' self-concept simultaneously on students' mathematics learning outcomes. The results of this study contribute to the ongoing discussion about effective strategies to reduce math anxiety and improve math education through technology integration, providing new insights among educators, parents, researchers, and policymakers in creating inclusive and effective learning environments.
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