Exploring the elementary students learning difficulties risks on mathematics based on students mathematic anxiety, mathematics self-efficacy and value beliefs using rasch measurement

Ardi, Zadrian; Rangka, Itsar Bolo; Ifdil, Ifdil; Suranata, Kadek; Azhar, Zul; Daharnis, D; Afdal, Afdal; Alizamar, A

doi:10.1088/1742-6596/1157/3/032095

Cited by 21 publications

(15 citation statements)

References 9 publications

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“…Low-ability students always asked and reviewed their assignments, especially for difficult tasks. Students were aware of learning disabilities if they have a low SE level, especially regarding the complex use of mathematics [42]. That was what created the lower EMA SE more developed.…”

Section: Discussionmentioning

confidence: 99%

Study Based on the Early Mathematical Ability of Elementary Student Self-efficacy through the Concrete-Pictorial-Abstract Approach

Yuliyanto¹,

Turmudi²

2020

ujer

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Section: Discussionmentioning

confidence: 99%

Study Based on the Early Mathematical Ability of Elementary Student Self-efficacy through the Concrete-Pictorial-Abstract Approach

Yuliyanto¹,

Turmudi²

2020

ujer

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“…This is an anxiety Derakshan (2007) states that individuals who are in an anxious state will try to develop effective strategies to relieve these anxieties in order to achieve success. An individual being too anxious before the exam will actually interfere with their clarity of mind, desire to learn, self-resilience and memory for effective learning (Ardi et al, 2019). Suhendri (2012) found several factors that triggered anxiety in students at school, including: (1) curriculum factors; (2) teacher factors; (3) school management factors; (4) future factors; and (5) competition factors.…”

Section: Testing Data Analysis Requirementsmentioning

confidence: 99%

The Effectiveness of Rational Emotive Behavior Therapy Approach Using a Group Setting to Overcome Anxiety of Students Facing Examinations

Misdeni

Syahniar

Marjohan

2019

IJRICE

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Purpose of this study was to examine the effectiveness of the approach Rational Emotive Behavior Therapy setting group in overcoming the anxiety of students facing exams at SMP Negeri 1 Lubuk Alung. This type of research is quantitative using an experimental approach.The research subjects were students of class VIII.2, amounting to 10 students, with moderate, high and low levels of anxiety. The instrument used was Anxiety Questionnaire using a model Likert scale. Data analysis using descriptive statistics Wilcoxon Single Rank with 20.00 SPSS test. The results of the study show that in general the group activities using the approach REBT effectively change the anxiety of students facing exams. Specifically: (1) Describe the form of anxiety students face in examinations before treatment (pre-test), (2) Describethe form of students' anxiety in facing the test after treatment (post-test), and (3) Testingthe effectiveness of the approach Rational Emotive Behavior Therapy settings to group to overcome students' anxiety in facing examinations in junior high school.

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“…One self-concept that can be examined in students is academic self-concept. Dagnew (2015) reveals academic self-concept is a person's feelings and judgments about himself in the school or academic environment or related to his academic progress (Ardi et al, 2019).…”

Section: Touch Teacher Academic Self Concept Learning Motivationmentioning

confidence: 99%

“…Mathematics subjects are chosen because it is an important subject. Nirwana (2009) stated the importance of mathematics subjects can be seen from its purpose in developing students 'cognitive abilities in solving problems and developing students' effectiveness (Ardi et al, 2019).…”

Section: Touch Teacher Academic Self Concept Learning Motivationmentioning

confidence: 99%

Contribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject

Ningsih¹,

Marjohan²,

Nirwana³

2018

IJRICE

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This study motivated by the low level of student motivation in mathematics subjects. The application of high-touch teachers and academic self-concept are factors that influence students' learning toward motivation in mathematics subjects. This study uses a descriptive correlational quantitative method. The population of this study was all students of MAN 1 Pekanbaru totalling 1138 and 322 students were selected by using proportional stratified random sampling. The instruments used were questionnaires for the application of high scored teachers’, academic self-concept, and student learning motivation in mathematics subjects using a model Likert scale. The findings of the study were the application of high touch teachers in a good category, academic self-concept was in a fairly positive category, student motivation in mathematics subjects was in the high category, the application of high touch teachers and academic self-concept respectively contributes significantly positively to students' learning motivation on mathematics subjects.

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Exploring the elementary students learning difficulties risks on mathematics based on students mathematic anxiety, mathematics self-efficacy and value beliefs using rasch measurement

Cited by 21 publications

References 9 publications

Study Based on the Early Mathematical Ability of Elementary Student Self-efficacy through the Concrete-Pictorial-Abstract Approach

Study Based on the Early Mathematical Ability of Elementary Student Self-efficacy through the Concrete-Pictorial-Abstract Approach

The Effectiveness of Rational Emotive Behavior Therapy Approach Using a Group Setting to Overcome Anxiety of Students Facing Examinations

Contribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject

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