Hubungan Antara Konsepsi Penilaian dan Kecemasan Siswa Sekolah Dasar di Kelas Matematika

Suci, Veny Wulan; Purnomo, Yoppy Wahyu

doi:10.20414/betajtm.v9i1.5

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…The study uses descriptive analysis, with a one-time method of dispersing or cross-sectional design that collects data in one timeline to explore students' conception of mathematical judgment and anxiety [8].…”

Section: Methodsmentioning

confidence: 99%

“…Mathematical anxiety is one of the factors which, on one hand, acts as a form of motivation, but on the other hand, it can be an inhibiting factor in mathematical thinking. Not all individuals who are worried about mathematics have the same poor performance in mathematics [7,8].…”

Section: Introductionmentioning

confidence: 99%

“…According to another study [10], many studies have been conducted to investigate the levels of math anxiety in elementary and secondary school students, as well as in college students. Some researchers have also found that the mathematical anxiety of elementary school students has a negative correlation performance and results of mathematical learning [8]. Research has shown that mathematical achievements in students is influenced by psychological factors, such as math anxiety.…”

Section: Introductionmentioning

confidence: 99%

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Development of Mathematical Anxiety Instruments with a Rasch Model Analysis

Karlimah¹,

Andriani²,

Suryana³

2020

TOPSYJ

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Background: This study was motivated by a large number of students who feel anxious when dealing with mathematics, which is an unpleasant feeling characterized by the presence of worry, anxiety, confusion, and stress. Objective: This study aims to test the instruments of mathematical anxiety using Rasch Model analysis. Materials and Methods: The study used descriptive analysis with a cross-sectional design. Subjects of the study were elementary school students in grade VI SDN Margarahayu, 13 male and 5 female students in grade VI A, 9 male and 3 female students in grade VI B. Results: The results of the analysis show that the instrument has a poor or not maximum reliability value (α = 0.56). Likewise, the respondent's reliability value (α = 0.49) is in the weak category and the item reliability (α = 0.93) is in the excellent category. Conclusion: The analysis of the instrument shows that 2 items do not meet the standard criteria for the measurement, including number 16 as bias genders are more profitable for female students, and number 9 misfits because it is too difficult for most students to agree on. 3 items are categorized as very difficult, including item number P13, P11, and P12. There are 5 items in difficult category, which include numbers P9, P15, P14, P16, and P10. There are 4 items in the easy category, including P6, P5, P4, and P3. While the very easy category has 4 items, including numbers P1, P7, P2, and P8.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Development of Mathematical Anxiety Instruments with a Rasch Model Analysis

Karlimah¹,

Andriani²,

Suryana³

2020

TOPSYJ

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Gender differences in mathematics anxiety and relation to mathematics achievement of Indonesian students

Arifin

Kismiantini

2023

2nd International Conference on Emerging Smart Materials in Applied Chemistry (Esmac-2021): Esmac-2021

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A Scale for Measuring Teachers’ Mathematics-Related Beliefs: A Validity and Reliability Study

Purnomo¹

2017

INT J INSTRUCTION

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The purpose of this study was to develop and validate a scale of teacher beliefs related to mathematics, namely, beliefs about the nature of mathematics, mathematics teaching, and assessment in mathematics learning. A scale development study was used to achieve it. The draft scale consisted of 54 items in which 16 items related to beliefs about the nature of mathematics, 23 items related to beliefs about the teaching of mathematics, and 15 items related to beliefs about assessment in mathematics learning. At the first phase, 252 primary school teachers participated and exploratory factor analysis (EFA) was performed to evaluate the structure of the scale factor. There were two factors at each scale resulted from the analysis. At the second phase, 350 primary school teachers participated and confirmatory factor analysis (CFA) was performed to confirm the factors resulted from the EFA. The result of CFA indicated that the established model had sufficient fit indices. In addition, each factor had an adequate internal consistency coefficient, which was in the range of 0.715-0.787. Thus, this scale could be a satisfactory tool to assess teachers' mathematics-related beliefs. Subsequent studies could combine these three scales into an integrated scale, to simplify statistical analysis.

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Hubungan Antara Konsepsi Penilaian dan Kecemasan Siswa Sekolah Dasar di Kelas Matematika

Cited by 5 publications

References 14 publications

Development of Mathematical Anxiety Instruments with a Rasch Model Analysis

Development of Mathematical Anxiety Instruments with a Rasch Model Analysis

Gender differences in mathematics anxiety and relation to mathematics achievement of Indonesian students

A Scale for Measuring Teachers’ Mathematics-Related Beliefs: A Validity and Reliability Study

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