Kompetensi strategis siswa dalam menyelesaikan persoalan program linear ditinjau dari kecemasan matematika

Strategic competence of students in solving linear program problems based on mathematical anxiety

  • M. Fauzan Asy'ari Universitas Negeri Surabaya
  • Tatag Yuli Eko Siswono Universitas Negeri Surabaya
  • Agung Lukito Universitas Negeri Surabaya
Keywords: strategic competence, linear program, mathematical anxiety

Abstract

This descriptive qualitative research aims to describe the students' strategic competence with high and low mathematical anxiety in solving linear program problems. The subjects of this research were one student with low mathematical anxiety (S1) and one student with high mathematical anxiety (S2). The main instrument was the researchers supported by the test instrument and interview guidelines. Data from test and interview results were analyzed using steps data reduction, data display, and conclusion drawing. The results showed that both participants formulated problems by writing down the essential information and linking pieces of information with prior knowledge. Both participants represented problems by using words in formulating problems. S1 described problems using mathematical models, equations, graphs, and concepts in solving problems while represented problems using tables, mathematical models, equations, charts, and concepts in solving problems. Both participants resolved problems by planning a solution and implementing it. S1 determined and choose the correct answer of the problems while S2 had difficulty in modeling problems so that S2 modeled problems by guessing. S2 was wrong in modeling problems. Finally, the next work steps of S2 were also wrong, and S2 did not find the correct solution.

Downloads

Download data is not yet available.

References

Al Mutawah, M. A. (2015). The influence of mathematics anxiety in middle and high school student’s math achievement. International Education Studies, 8(11), 239–252. https://doi.org/10.5539/ies.v8n11p239

Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224

Belbase, S. (2013). Images, anxieties, and attitudes toward mathematics. International Journal of Education in Mathematics, Science and Technology, 1(4), 230–237. https://doi.org/10.18404/ijemst.08410

Disai, W. I., Dariyo, A., & Basaria, D. (2017). Hubungan antara kecemasan matematika dan self-efficacy dengan hasil belajar matematika siswa SMA X kota Palangkaraya. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 1(2), 556. https://doi.org/10.24912/jmishumsen.v1i2.799

Groves, S. (2012). Developing mathematical proficiency. Journal of Science and Mathematics Education in Southeast Asia, 35(2), 119–145.

Kargar, M., Tarmizi, R. A., & Bayat, S. (2010). Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students. Procedia - Social and Behavioral Sciences, 8(February 2015), 537–542. https://doi.org/10.1016/j.sbspro.2010.12.074

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding It Up: Helping Children Learn Mathematics. Washington DC: National Academy Press.

Kurnadi, & Safitri, P. T. (2018). Peningkatan kemampuan kompetensi strategis matematis siswa melalui model pembelajaran kuantum. Supremum Journal of Mathematics Education, 2(1), 1–7.

Liyana, D., & Ferdianto, F. (2018). Analisis kemampuan pemecahan masalah siswa kelas XII SMA materi program linear. Jurnal Gammath, 3(2), 15–21. https://doi.org/10.32528/gammath.v3i2.1601

Mahmood, S., & Khatoon, T. (2011). Development and validation of the mathematics anxiety scale for secondary and senior secondary school students. British Journal of Arts and Social Sciences, 2(2), 169–179.

Ostler, E. (2011). Teaching adaptive and strategic reasoning through formula derivation: beyond formal semiotics. International Journal of Mathematics Science Education, 4(2), 16–26.

Özdemir, I. E. Y., & Pape, S. J. (2012). Supporting students’ strategic competence: A case of a sixth-grade mathematics classroom. Mathematics Education Research Journal, 24(2), 153–168. https://doi.org/10.1007/s13394-012-0033-8

Pamungkas, A. S. (2015). Kontribusi self-concept matematis dan mathematics anxiety terhadap hasil belajar mahasiswa. Jurnal Pendidikan Matematika, 9(1), 1–10.

Pape, S. J., & Tchoshanov, M. A. (2001). The role of representation(s) in developing mathematical understanding. Theory into Practice, 40(2), 118–127. https://doi.org/10.1207/s15430421tip4002_6

Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456

Rahmawati, D., & Permata, L. D. (2018). Analisis kesalahan siswa dalam menyelesaikan soal cerita program linear dengan prosedur newman. Jurnal Elektronik Pembelajaran Matematika, 5(2), 173–185.

Rizta, A., & Antari, L. (2019). Tingkat mathematics anxiety pada mahasiswa calon guru matematika. Jurnal Pendidikan Matematika, 13(1), 9–20. https://doi.org/10.22342/jpm.13.1.6827.9-20

Sabirin, M. (2014). Representasi dalam pembelajaran matematika. Jurnal Pendidikan Matematika, 1(2), 33–44.

Sigit, J., Utami, C., & Prihatiningtyas, N. C. (2018). Analisis kompetensi strategis matematis siswa pada sistem persamaan linier tiga variabel (SPLTV) kelas X SMK Negeri 3 Singkawang. Variabel, 1(2), 60–65. https://doi.org/10.26737/var.v1i2.811

Siswono, T. Y. E. (2019). Paradigma Penelitian Pendidikan. Bandung: Remaja Rosdakarya.

Trizulfianto, Anggreini, D., & Waluyo, A. (2017). Analisis kesulitan siswa dalam memecahkan masalah matematika materi program linier berdasarkan gaya belajar siswa. UNION: Jurnal Ilmiah Pendidikan Matematika, 5(2), 195–208. https://doi.org/10.30738/.v5i2.1229

van Garderen, D., Scheuermann, A., & Poch, A. (2013). Challenges students identified with a learning disability and as high-achieving experience when using diagrams as a visualization tool to solve mathematics word problems. ZDM - International Journal on Mathematics Education, 46(1), 135–149. https://doi.org/10.1007/s11858-013-0519-1

Wantika, & Nasution, S. P. (2019). Analisis kesulitan belajar dalam memahami kecemasan peserta didik pada pembelajaran matematika. Desimal: Jurnal Matematika, 2(1), 49–57. https://doi.org/10.24042/djm.v2i1.2027

Wijaya, A. (2012). Pendidikan Matematika Realistik: Suatu Alternatif Pendekatan Pembelajaran Matematika. Yogyakarta: Graha Ilmu.

Winarso, W., & Supriady, D. (2016). Menilai prestasi belajar melalui penguatan self-regulated learning dan kecerdasan emosional siswa pada pembelajaran matematika. Jurnal Didaktik Matematika, 3(2), 54–66.

Published
2020-05-08
How to Cite
Asy’ari, M. F., Siswono, T. Y. E., & Lukito, A. (2020). Kompetensi strategis siswa dalam menyelesaikan persoalan program linear ditinjau dari kecemasan matematika. Math Didactic: Jurnal Pendidikan Matematika, 6(1), 98-109. https://doi.org/10.33654/math.v6i1.916
Section
Research
Abstract viewed = 667 times
PDF (Bahasa Indonesia) downloaded = 647 times