Kecemasan mengajar matematika mahasiswa calon guru dalam melakukan praktik mengajar

Abstract

Mahasiswa calon guru mengalami kecemasan mengajar matematika dikarenakan belum mampu menguasai cara mengajar matematika dan mengembangkan materi/bahan ajar. Penelitian ini bertujuan untuk mengetahui kecemasan mengajar matematika mahasiswa calon guru dalam melakukan praktik mengajar. Metode penelitian yang digunakan adalah deskriptif analitik. Subjek penelitian adalah mahasiswa calon guru sebanyak 35 orang. Pengumpulan data dilakukan dengan menggunakan kuisioner dan observasi. Hasil kusioner dianalisis secara deskriptif. Berdasarkan hasil penelitian, diperoleh bahwa rata-rata mahasiswa calon guru yang melakukan praktik mengajar memiliki kecemasan pada tingkat sedang. Jumlah mahasiswa yang memiliki tingkat kecemasan tinggi adalah sebanyak 7 orang (20,00%), tingkat kecemasan sedang sebanyak 24 orang (68,57%) dan tingkat kecemasan rendah sebanyak 4 orang (11,43%). Kecemasan ini lebih dominan tampak pada domain attitude, dimana mereka merasa takut dan tidak percaya diri pada saat melakukan praktik mengajar.

Mathematics Teaching Anxiety of Indonesian Elementary School Teachers in Online Learning during COVID-19 Outbreak

“…According to Alkan (2019), mathematics teaching anxiety arises when teachers feel under pressure to teach and are frustrated with students' lack of progress in mathematics. Mathematics teaching anxiety also can arise if learning cannot be carried out according to the designed scenario and there is anxiety if the expectations of the learning process goals are not achieved (Heru et al, 2020) Another factor that makes teacher feel anxious during teaching online is the technology. Teacher quality is related to the ability of teachers to use information technology in the learning process which is still considered very low, influenced by age and laptop ownership (Anggianita et al, 2020).…”

Mathematics Teachers’ Anxiety in Teaching and Learning Process: A Literature Review

“…Many factors can trigger anxiety in teachers, whether it is math anxiety or math teaching anxiety. Siroj stated that teachers who have mathematics anxiety are the result of inappropriate learning practices, such as teacher inaccuracies in managing learning, learning methods that are less relevant, the structure of teaching materials that do not support the achievement of a competency, and learning structures that are not well organized (Heru, Yuliani, & Nery, 2020). Then the factors that contribute to the emergence of math teaching anxiety in teachers are differences in students' ability, worrying that learning is uninteresting, unable to apply active, creative, and problemsolving-based learning, and worrying that the material presented is not well received by students (Wulantina et al, 2021).…”

“…Then the factors that contribute to the emergence of math teaching anxiety in teachers are differences in students' ability, worrying that learning is uninteresting, unable to apply active, creative, and problemsolving-based learning, and worrying that the material presented is not well received by students (Wulantina et al, 2021). In addition, anxiety about teaching mathematics can also arise if learning cannot be carried out according to the designed scenario and there is anxiety if the expectations of the goals of the learning process are not achieved (Heru et al, 2020). Factors that cause anxiety in mathematics teachers need further identification of the causes and their impact on the learning process.…”

“…Kul, 2019;Hapsari & Argaswari, 2022;Hasanuddin, Nurdin, Nufus, & Sari, 2019;Heru et al, 2020;Olson & Stoehr, 2019;Patkin & Greenstein, 2020;Peker & Ulu, 2018; Tatar, Zengin, & Kagizmanli, 2015; Unlu, Ertekin, & Dilmac, 2017; Uygun-Eryurt, 2021; Wulantina et al, 2021; Yorulmaz, Altintas, & Sidekli, 2017) …”