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Abstract
This study is qualitative research that aims to determine the level of mathematics anxiety (MA) in prospective mathematics teacher at the Muhammadiyah University of Palembang. Subject of this study is 58 college students. This research use qualitative descriptive method. The data collection process are observation, questionnaire, and interview. Based on the research that has been carried out it is known that the most dominant criteria for mathematical anxiety are anxiety about mathematical tests and anxiety about mathematical assignments and numerical calculations. The cognitive domain includes: often feel worried when given questions by the lecturer suddenly, difficulty remembering and using mathematical procedures. The attitude domain includes: fear of not being able to answer questions from friends and not confident in doing the tasks given and transferring the knowledge that has been obtained. In the somatic domain include: heart pounding when the lecturer holds a quiz suddenly, feeling nauseous and suddenly dizzy when presenting the task in front of the class. In the mathematical representation domain includes: difficult to do math problems correctly and quickly because they do not understand the purpose of the problem and it is difficult to interpret words that are words into mathematical sentences.
DOI: 10.22342/jpm.13.1.6827.9-20
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Copyright (c) 2019 Amrina Rizta, Luvi Antari
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References
- Aarnos, E. & Perkkilä, P. (2012). Early signs of mathematics anxiety?. Procedia-Sosial and Behavioral Sciences, 46, 1495-1499.
- Alexander, L. & Martray, C. (1989). The development of an abbreviated version of the mathematics anxiety rating scale. Measurement and Evaluation in Counseling and Development, 22(2), 143- 150.
- Al Mutawah, M.A. (2015). The influence of mathematics anxiety in middle and high school students math achievement. International Education Studies, 8(11), 239-252.
- Anita, I. W. (2014). Pengaruh kecemasan matematika (mathematics anxiety) terhadap kemampuan koneksi matematis siswa smp. Jurnal Infinity, 3(1), 125-132.
- Azwar, S. (2015). Penyusunan skala psikologi. Ed.2. Yogyakarta: Pustaka Belajar.
- Cooke, A. & Hurst, C. (2012). Mathematics Competency And Situasional Mathematics Anxiety: What Are The Links And How Do These Links Affect Teacher Education Programs?. AARE APERA International Conference Proceding, 1-8.
- Ehom, D. N. (2015). Literasi Matematis Dan Kecemasan Matematika Siswa SMA Dalam Implementasi Model Pembelajaran Project Based Learning. Bandung: Repository Edu Universitas Pendidikan Indonesia. (Online). (http://repository.upi.edu/18239). Diakses 13 Februari 2018.
- Furner, M. J., & Gonzalez-DeHass, A. (2011). How do students’ mastery and performance goals relate to math anxiety?. Eurasia Journal of Mathematics, Science, & Technology Education, 7(4), 167–182.
- Jameson, M. M. (2013). The development and validation of the children’s anxiety in math scale.
- Journal of Psychoeducational Assessment, 31(4), 391-395.
- Maloney, E. A., Ramirez, G., Gunderson, E. A., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Association for Psychological Science, 26(9), 1480-1488.
- Necka, E.A., Sokolowski, M., and Lyons, I.M,. (2015). The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance. Frontiers in psychology, 1543(6), 1-12.
- Novack, E., and Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20-29
- Nunez-Pena, M.I., dkk. (2013). Effects of math anxiety on student success in higher education. International Journal of educational Research, 58, 36-43
- Skaalvik, E. M., (2018). Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance. Social Psychology of Education, 21(3), 709-723.
- Soni, A. & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Math Education, 15, 331-347.
- Sorvo, R., Koponen, T., Viholainen, H., Aro, T., et al. (2017). Math anxiety and its relationship with basic arithmetic skills among primary school children. British Journal of Educational Psychology, 87(3), 1-9.
- Sugiono. (2012). Metode penelitian pendidikan, pendekatan kuantitatif kualitatif dan R&D. Bandung: Alfabeta.
- Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary Educational Psychology, 38(1), 1-10.
- Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 162(3), 1-11.
- Wu, S. S., Willcutt, E. G., Escovar, E., & Menon, V. (2013). Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors. Journal of Learning Disabilities, 47(6), 503-514.
- Yenilmez, K. (2007). Relationship among learning styles, mathematics attitude, and anxiety for student in secondary school teacher training institutes in turkey. International Journal of Education Reform, 16(2), 156-168.
References
Aarnos, E. & Perkkilä, P. (2012). Early signs of mathematics anxiety?. Procedia-Sosial and Behavioral Sciences, 46, 1495-1499.
Alexander, L. & Martray, C. (1989). The development of an abbreviated version of the mathematics anxiety rating scale. Measurement and Evaluation in Counseling and Development, 22(2), 143- 150.
Al Mutawah, M.A. (2015). The influence of mathematics anxiety in middle and high school students math achievement. International Education Studies, 8(11), 239-252.
Anita, I. W. (2014). Pengaruh kecemasan matematika (mathematics anxiety) terhadap kemampuan koneksi matematis siswa smp. Jurnal Infinity, 3(1), 125-132.
Azwar, S. (2015). Penyusunan skala psikologi. Ed.2. Yogyakarta: Pustaka Belajar.
Cooke, A. & Hurst, C. (2012). Mathematics Competency And Situasional Mathematics Anxiety: What Are The Links And How Do These Links Affect Teacher Education Programs?. AARE APERA International Conference Proceding, 1-8.
Ehom, D. N. (2015). Literasi Matematis Dan Kecemasan Matematika Siswa SMA Dalam Implementasi Model Pembelajaran Project Based Learning. Bandung: Repository Edu Universitas Pendidikan Indonesia. (Online). (http://repository.upi.edu/18239). Diakses 13 Februari 2018.
Furner, M. J., & Gonzalez-DeHass, A. (2011). How do students’ mastery and performance goals relate to math anxiety?. Eurasia Journal of Mathematics, Science, & Technology Education, 7(4), 167–182.
Jameson, M. M. (2013). The development and validation of the children’s anxiety in math scale.
Journal of Psychoeducational Assessment, 31(4), 391-395.
Maloney, E. A., Ramirez, G., Gunderson, E. A., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Association for Psychological Science, 26(9), 1480-1488.
Necka, E.A., Sokolowski, M., and Lyons, I.M,. (2015). The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance. Frontiers in psychology, 1543(6), 1-12.
Novack, E., and Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20-29
Nunez-Pena, M.I., dkk. (2013). Effects of math anxiety on student success in higher education. International Journal of educational Research, 58, 36-43
Skaalvik, E. M., (2018). Mathematics anxiety and coping strategies among middle school students: relations with students’ achievement goal orientations and level of performance. Social Psychology of Education, 21(3), 709-723.
Soni, A. & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Math Education, 15, 331-347.
Sorvo, R., Koponen, T., Viholainen, H., Aro, T., et al. (2017). Math anxiety and its relationship with basic arithmetic skills among primary school children. British Journal of Educational Psychology, 87(3), 1-9.
Sugiono. (2012). Metode penelitian pendidikan, pendekatan kuantitatif kualitatif dan R&D. Bandung: Alfabeta.
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary Educational Psychology, 38(1), 1-10.
Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 162(3), 1-11.
Wu, S. S., Willcutt, E. G., Escovar, E., & Menon, V. (2013). Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors. Journal of Learning Disabilities, 47(6), 503-514.
Yenilmez, K. (2007). Relationship among learning styles, mathematics attitude, and anxiety for student in secondary school teacher training institutes in turkey. International Journal of Education Reform, 16(2), 156-168.