Students’ Mathematics Self-Concept, Mathematics Anxiety and Mathematics Self-Regulated Learning during the Covid-19 Pandemic

Nita Delima; Dian Cahyawati

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Abstract

Online learning during the Covid-19 pandemic requires lecturers to provide a stimulus that can increase student learning independence. However, not all lecturers and students are ready to carry out online learning, as a result, the anxiety factor for students is getting higher. In some studies, it is said that anxiety has a negative correlation with student self-concept. This study aims to find out how the mathematics self-concept (MSC), mathematics anxiety (MA), and mathematics learning independence (MSRL) of students are during the Covid-19 pandemic. This research is quantitative descriptive. The population of this study was active students in the Mathematics and Mathematics Education study program. Data were collected using a cross-sectional survey technique with cluster sampling. The data analysis technique used descriptive statistical analysis, Spearman correlation analysis, and ordinal regression analysis. The results showed that the average student had a positive MSC, MA, and moderate MSRL. Students with negative MSC had a significant tendency to have a high MSRL than students with positive MSC. The increasing probability of students with negative MSC having a high MSRL is 0.5110 times better than students with positive MSC. MSC and MA have an effect of 7.9% on changes in the student's MSRL variable. Thus, during the Covid-19 pandemic mathematics self-concept directly affects changes in student learning independence, but not with math anxiety.

DOI: https://doi.org/10.22342/jpm.15.2.13200.103-114

Keywords

Mathematics Self-Concept Anxiety Self-Regulated Learning

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Delima, N., & Cahyawati, D. (2021). Students’ Mathematics Self-Concept, Mathematics Anxiety and Mathematics Self-Regulated Learning during the Covid-19 Pandemic . Mathematics Education Journal, 15(2), 103–114. Retrieved from https://jpm.ejournal.unsri.ac.id/index.php/jpm/article/view/230

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References

Adegoke, B. A. (2015). The big-fish-little-pond effect on mathematics self concept of junior school students in academically selective and non-selective schools. Journal of Studies in Education, 5(2), 91. https://doi.org/10.5296/jse.v5i2.7121.
Al Mutawah, M. A., Thomas, R., & Khine, M. S. (2017). Investigation into self-regulation, engagment in learning mathematics and science and achievement among bahrain secondary school students. International Electronic Journal of Mathematics Education, 12(3), 633–653.
Baloğlu, M., & Balgalmiş, E. (2010). The adaptation of the mathematics anxiety rating scale-elementary form into Turkish, language validity, and preliminary psychometric investigation. Educational Sciences: Theory & Practice, 10(1), 101–110.
Cakir, R., Korkmaz, O., Bacanak, A., & Arslan, O. (2016). An exploration of the relationship between students’ preferences for formative feedback and self-regulated learning skills. Malaysian Online Journal of Educational, 4(4), 14–30.
Chaterine, R. N. (2020). Students learn from home, KPAI: children stress given many tasks [in Bahasa]. DetikNews. Retrieved from https://news.detik.com/berita/d-4944071/siswa-belajar-dari-rumah-kpai-anak-anak-stres-dikasih-banyak-tugas
Cohen, M. T. (2012). The importance of self-regulation for college student learning. College Student Journal, 46(4), 892–902. https://doi.org/10.1108/09513570810842368
Darnah. (2011). Ordinal logistic regression to analyze the factors that influence adolescent sexual behavior [in Bahasa]. Jurnal Eksponensial, 2(1), 47–52.
Delima, N. (2019). Comprehensive Mathematics Instruction (CMI) model to improve mathematical thinking and mathematics self-concept ability of high school students [in Bahasa]. Skripsi. Bandung: Universitas Pendidikan Indonesia.
Delima, N., Rahmah, M. A., & Akbar, A. (2018). The analysis of students’ mathematical thinking based on their mathematics self-concept. Journal of Physics: Conference Series, 1108(1). https://doi.org/10.1088/1742-6596/1108/1/012104
Dina, D., & Nugraheni, A. R. E. (2017). Profile of chemistry education students’ independence and interest in mathematics and sciences’ insight and knowledge course through e-learning. Jurnal Inovasi Pendidikan Kimia, 11(2), 1921–1931. https://journal.unnes.ac.id/artikel_nju/JIPK/10608
Githua, B. N., & Mwangi, J. G. (2003). Students’ mathematics self-concept and motivation to learn mathematics: Relationship and gender differences among Kenya’s secondary-school students in Nairobi and Rift Valley provinces. International Journal of Educational Development, 23(5), 487–499. https://doi.org/10.1016/S0738-0593(03)00025-7
Hansford, C. (1994). The relationships between self-concept, perceived locus of control, self-regulated learning, and academic achievement in college students. Texas Tech University.
Hastini, L. Y., Fahmi, R., & Lukito, H. (2020). Can learning using technology improve human literacy in generation Z in Indonesia? [in Bahasa]. Jurnal Manajemen Informatika (JAMIKA), 10(1), 12–28. https://doi.org/10.34010/jamika.v10i1.2678
Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and self-regulation as predictors of achievement in economically disadvantaged young children. The Journal of Experimental Education, 71(2), 151–174. https://www.tandfonline.com/doi/abs/10.1080/00220970309602061
Isiksal, M., Curran, J. M., Koc, Y., & Askun, C. S. (2009). Mathematics anxiety and mathematical self-concept: Considerations in preparing elementary-school teachers. Social Behavior and Personality, 37(5), 631–644. https://doi.org/10.2224/sbp.2009.37.5.631
Jado, M. A. (2015). The effect of using learning journals on developing self- regulated learning and reflective thinking among pre-service teachers in Jordan. Journal of Education and Practice, 6(5), 89–104.
Kesici, Ş., Balo, M., & Deniz, M. E. (2011). Self-regulated learning strategies in relation with statistics anxiety. Learning and Individual Differences, 21, 472–477. https://doi.org/10.1016/j.lindif.2011.02.006
Kvedere, L. (2014). Mathematics self-efficacy, self-concept and anxiety among 9 th grade students in latvia. Procedia - Social and Behavioral Sciences, 116, 2687–2690. https://doi.org/10.1016/j.sbspro.2014.01.636
Latifah, E. (2015). Self regulated learning strategy and learning achievement: Meta analysis study [in Bahasa]. Jurnal Psikologi, 37(1), 110 – 129–129. https://doi.org/10.22146/jpsi.7696
Loviana, S., & Baskara, W. N. (2020). The impact of the Covid-19 pandemic on the readiness of IAIN Metro Lampung on tadris mathematics learning [in Bahasa]. Epsilon, 1(2), 61–70.
Maksum, A., & Lestari, I. (2020). Analysis of student learning independence profile in higher education [in Bahasa]. Parameter: Jurnal Pendidikan Universitas Negeri Jakarta, 32(1), 75–86. https://doi.org/10.21009/parameter.321.05
Martinez-Pons, M. (2002). A social cognitive view of parental influences on student academic self-regulation. Theory into Practice, 41(2), 126–131.
Meric, O., & Ilhan, A. (2016). Does 12-week latin dance training affect the self-confidence of the university students?. Journal of Education and Learning, 5(4), 159. https://doi.org/10.5539/jel.v5n4p159
Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480
Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: confidence vs self-efficacy, anxiety, and self-concept in confucian and european countries. International Journal of Educational Research, 58, 79–96. https://doi.org/10.1016/j.ijer.2012.11.002
Nagy, G., Watt, H. M. G., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories?. Journal of Research on Adolescence, 20(2), 482–506. https://doi.org/10.1111/j.1532-7795.2010.00644.x
OECD. (2013). Ready to learn: students’ engagement, drive and self-beliefs-volume III. Paris: OECD. https://doi.org/10.1787/888932963844
Pakpahan, R., & Fitriani, Y. (2020). Analysis of the use of information technology in distance learning in the middle of the Corona Covid-19 virus pandemic [in Bahasa]. JISAMAR (Journal of Information System, Applied, Management, Accounting and Researh), 4(2), 30–36.
Prayekti. (2015). Effect of self-regulated learning and motivation to achieve against teacher professional capability for student S1 PGSD of science field compared with regular student S1 PGSD at UPBJJ Serang. Journal of Education and Practice, 6(36), 47–55.
Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies : A cross-cultural comparison. Journal of Educational Psychology, 88(1), 87–100.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling PsycMogv Mi, 18(6), 651–655.
Sadikin, A., & Hamidah, A. (2020). Online learning in the Covid-19 pandemic [in Bahasa]. BIODIK: Jurnal Ilmiah Pendidikan Biologi, 6(2), 214–224. https://doi.org/10.17509/t.v6i2.20887
Shukla, T., Dosaya, D., Nirban, V. S., & Vavilala, M. P. (2020). Factors extraction of effective teaching-learning in online and conventional classrooms. International Journal of Information and Education Technology, 10(6), 422–427. https://doi.org/10.18178/ijiet.2020.10.6.1401
Sudiana, R., Fatah, A., & Khaerunnisa, E. (2017). Independent student learning through virtual class-based learning [in Bahasa]. Jurnal Penelitian Dan Pembelajaran Matematika, 10(1). https://doi.org/10.30870/jppm.v10i1.1292
Suinn, R. I. M., & Winston, E. H. (2003). The mathematics anxiety rating scale, a brief version: Psychometric data. Psychological Reports, 92, 167–173.
Vusvitasari, R., Nugroho, S., & Akbar, S. (2016). Study of the Pearson Correlation Coefficient ( ρ ), Spearman- [in Bahasa]. Journal Statistika, 41–54.
Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9
Wolters, C., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33(7–8), 801–820. https://doi.org/https://doi.org/10.1016/S0883-0355(00)00051-3
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct Validation of a Strategy Model of Student Self-Regulated Learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/10.1037/0022-0663.80.3.284

References

Adegoke, B. A. (2015). The big-fish-little-pond effect on mathematics self concept of junior school students in academically selective and non-selective schools. Journal of Studies in Education, 5(2), 91. https://doi.org/10.5296/jse.v5i2.7121.

Al Mutawah, M. A., Thomas, R., & Khine, M. S. (2017). Investigation into self-regulation, engagment in learning mathematics and science and achievement among bahrain secondary school students. International Electronic Journal of Mathematics Education, 12(3), 633–653.

Baloğlu, M., & Balgalmiş, E. (2010). The adaptation of the mathematics anxiety rating scale-elementary form into Turkish, language validity, and preliminary psychometric investigation. Educational Sciences: Theory & Practice, 10(1), 101–110.

Cakir, R., Korkmaz, O., Bacanak, A., & Arslan, O. (2016). An exploration of the relationship between students’ preferences for formative feedback and self-regulated learning skills. Malaysian Online Journal of Educational, 4(4), 14–30.

Chaterine, R. N. (2020). Students learn from home, KPAI: children stress given many tasks [in Bahasa]. DetikNews. Retrieved from https://news.detik.com/berita/d-4944071/siswa-belajar-dari-rumah-kpai-anak-anak-stres-dikasih-banyak-tugas

Cohen, M. T. (2012). The importance of self-regulation for college student learning. College Student Journal, 46(4), 892–902. https://doi.org/10.1108/09513570810842368

Darnah. (2011). Ordinal logistic regression to analyze the factors that influence adolescent sexual behavior [in Bahasa]. Jurnal Eksponensial, 2(1), 47–52.

Delima, N. (2019). Comprehensive Mathematics Instruction (CMI) model to improve mathematical thinking and mathematics self-concept ability of high school students [in Bahasa]. Skripsi. Bandung: Universitas Pendidikan Indonesia.

Delima, N., Rahmah, M. A., & Akbar, A. (2018). The analysis of students’ mathematical thinking based on their mathematics self-concept. Journal of Physics: Conference Series, 1108(1). https://doi.org/10.1088/1742-6596/1108/1/012104

Dina, D., & Nugraheni, A. R. E. (2017). Profile of chemistry education students’ independence and interest in mathematics and sciences’ insight and knowledge course through e-learning. Jurnal Inovasi Pendidikan Kimia, 11(2), 1921–1931. https://journal.unnes.ac.id/artikel_nju/JIPK/10608

Githua, B. N., & Mwangi, J. G. (2003). Students’ mathematics self-concept and motivation to learn mathematics: Relationship and gender differences among Kenya’s secondary-school students in Nairobi and Rift Valley provinces. International Journal of Educational Development, 23(5), 487–499. https://doi.org/10.1016/S0738-0593(03)00025-7

Hansford, C. (1994). The relationships between self-concept, perceived locus of control, self-regulated learning, and academic achievement in college students. Texas Tech University.

Hastini, L. Y., Fahmi, R., & Lukito, H. (2020). Can learning using technology improve human literacy in generation Z in Indonesia? [in Bahasa]. Jurnal Manajemen Informatika (JAMIKA), 10(1), 12–28. https://doi.org/10.34010/jamika.v10i1.2678

Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and self-regulation as predictors of achievement in economically disadvantaged young children. The Journal of Experimental Education, 71(2), 151–174. https://www.tandfonline.com/doi/abs/10.1080/00220970309602061

Isiksal, M., Curran, J. M., Koc, Y., & Askun, C. S. (2009). Mathematics anxiety and mathematical self-concept: Considerations in preparing elementary-school teachers. Social Behavior and Personality, 37(5), 631–644. https://doi.org/10.2224/sbp.2009.37.5.631

Jado, M. A. (2015). The effect of using learning journals on developing self- regulated learning and reflective thinking among pre-service teachers in Jordan. Journal of Education and Practice, 6(5), 89–104.

Kesici, Ş., Balo, M., & Deniz, M. E. (2011). Self-regulated learning strategies in relation with statistics anxiety. Learning and Individual Differences, 21, 472–477. https://doi.org/10.1016/j.lindif.2011.02.006

Kvedere, L. (2014). Mathematics self-efficacy, self-concept and anxiety among 9 th grade students in latvia. Procedia - Social and Behavioral Sciences, 116, 2687–2690. https://doi.org/10.1016/j.sbspro.2014.01.636

Latifah, E. (2015). Self regulated learning strategy and learning achievement: Meta analysis study [in Bahasa]. Jurnal Psikologi, 37(1), 110 – 129–129. https://doi.org/10.22146/jpsi.7696

Loviana, S., & Baskara, W. N. (2020). The impact of the Covid-19 pandemic on the readiness of IAIN Metro Lampung on tadris mathematics learning [in Bahasa]. Epsilon, 1(2), 61–70.

Maksum, A., & Lestari, I. (2020). Analysis of student learning independence profile in higher education [in Bahasa]. Parameter: Jurnal Pendidikan Universitas Negeri Jakarta, 32(1), 75–86. https://doi.org/10.21009/parameter.321.05

Martinez-Pons, M. (2002). A social cognitive view of parental influences on student academic self-regulation. Theory into Practice, 41(2), 126–131.

Meric, O., & Ilhan, A. (2016). Does 12-week latin dance training affect the self-confidence of the university students?. Journal of Education and Learning, 5(4), 159. https://doi.org/10.5539/jel.v5n4p159

Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480

Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: confidence vs self-efficacy, anxiety, and self-concept in confucian and european countries. International Journal of Educational Research, 58, 79–96. https://doi.org/10.1016/j.ijer.2012.11.002

Nagy, G., Watt, H. M. G., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories?. Journal of Research on Adolescence, 20(2), 482–506. https://doi.org/10.1111/j.1532-7795.2010.00644.x

OECD. (2013). Ready to learn: students’ engagement, drive and self-beliefs-volume III. Paris: OECD. https://doi.org/10.1787/888932963844

Pakpahan, R., & Fitriani, Y. (2020). Analysis of the use of information technology in distance learning in the middle of the Corona Covid-19 virus pandemic [in Bahasa]. JISAMAR (Journal of Information System, Applied, Management, Accounting and Researh), 4(2), 30–36.

Prayekti. (2015). Effect of self-regulated learning and motivation to achieve against teacher professional capability for student S1 PGSD of science field compared with regular student S1 PGSD at UPBJJ Serang. Journal of Education and Practice, 6(36), 47–55.

Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies : A cross-cultural comparison. Journal of Educational Psychology, 88(1), 87–100.

Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling PsycMogv Mi, 18(6), 651–655.

Sadikin, A., & Hamidah, A. (2020). Online learning in the Covid-19 pandemic [in Bahasa]. BIODIK: Jurnal Ilmiah Pendidikan Biologi, 6(2), 214–224. https://doi.org/10.17509/t.v6i2.20887

Shukla, T., Dosaya, D., Nirban, V. S., & Vavilala, M. P. (2020). Factors extraction of effective teaching-learning in online and conventional classrooms. International Journal of Information and Education Technology, 10(6), 422–427. https://doi.org/10.18178/ijiet.2020.10.6.1401

Sudiana, R., Fatah, A., & Khaerunnisa, E. (2017). Independent student learning through virtual class-based learning [in Bahasa]. Jurnal Penelitian Dan Pembelajaran Matematika, 10(1). https://doi.org/10.30870/jppm.v10i1.1292

Suinn, R. I. M., & Winston, E. H. (2003). The mathematics anxiety rating scale, a brief version: Psychometric data. Psychological Reports, 92, 167–173.

Vusvitasari, R., Nugroho, S., & Akbar, S. (2016). Study of the Pearson Correlation Coefficient ( ρ ), Spearman- [in Bahasa]. Journal Statistika, 41–54.

Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9

Wolters, C., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33(7–8), 801–820. https://doi.org/https://doi.org/10.1016/S0883-0355(00)00051-3

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct Validation of a Strategy Model of Student Self-Regulated Learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/10.1037/0022-0663.80.3.284

Students’ Mathematics Self-Concept, Mathematics Anxiety and Mathematics Self-Regulated Learning during the Covid-19 Pandemic

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