PROSES BERPIKIR SISWA YANG MENGALAMI MATH-ANXIETY DALAM MENYELESAIKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL
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Abstract
Algebra is one of the most difficult material for students to understand, especially those experiencing math-anxiety. This study aimed to describe: (1) the thinking process of students who have high math-anxiety in solving mathematical problems according to Polya steps, (2) the thinking process of students who have low math-anxiety in solving mathematical problems according to Polya steps. Type this research is qualitative research with case study method. Sampling is done by purposive sampling technique. Subjects used in this study as much as two research subjects, namely: students who have high anxiety math, students who have low anxiety math. The instruments used to collect data are classification of anxiety level of mathematics learning, mathematics problem sheet, and interview guidance. The data validation test used is the triangulation test of time. In this study, researchers used a type of reflective and creative thinking to analyze the thinking process of the subject. The results show: (1) when understanding the problem, planning problem solving, running problem-solving plan, and re-examining answers, students experiencing high math-anxiety using reflective thinking process, (2) when understanding the problem and re-examining answers, students who experience low anxiety math using reflective thinking processes, while at the time of planning problem solving and running problem-solving plans, the subject engages in a process of reflective and creative thinking.
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Irfan, M. (2018). PROSES BERPIKIR SISWA YANG MENGALAMI MATH-ANXIETY DALAM MENYELESAIKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL. Kalamatika: Jurnal Pendidikan Matematika, 3(1), 27-38. https://doi.org/10.22236/KALAMATIKA.vol3no1.2018pp27-38
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References
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Phan, H. P. (2006). Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach. 4(3), 577-610.
Phan, H. P. (2008). Achievement goals, the classroom environment, and reflective thinking: A conceptual framework. Electronic Journal of Research in Educational Psychology, 6(3), 571-602.
Polya, G. (1978). How to Solve It: A New Aspect of Mathematical Method second edition. New Jersey: Princeton University Press.
Rochyani, I. (2004). Meningkatkan Kreativitas Siswa SMA Melalui Pembelajaran Matematika Berbasis Masalah pada Pokok Bahasan Program Linier. UPI Bandung: tidak diterbitkan.
Tim LRN. (2004). 1001 Math Problems. New York: Learning Express.
Yuli, T. (2009). Meningkatkan Kemampuan Berpikir Kreatif Siswa. (Online), (http://www.virtualsalt.com/crebook1.htm), diakses 13 Juli 2010.
Yudi, M., Ariani, N. M., & Ramadianti, W. (2017). Desain Bahan Ajar Mata Kuliah Aljabar Linear untuk Mengembangkan Kemampuan Berfikir Kreatif Matematis. KALAMATIKA Jurnal Pendidikan Matematika, 2(1), 1-14.
Choy, S. C., & Oo, P. S. (2012). Reflective Thinking and Teaching Practices: A Precursor for Incorporating Critical Thinking into the Classroom? Online Submission, 5(1), 167-182.
Freedman, E. (2012). Anxtest. [Online]. Tersedia: http://www.mathpower.com/anxtest.htm [5 Maret 2012]
Gatot, F. I. M. (2012). Menumbuhkan Kemampuan Berpikir Kreatif pada Siswa Sekolah Dasar Melalui pembelajaran Matematika Berbasis Masalah. Prosiding Seminar Nasional Pendidikan Matematika Universitas Negeri Yogyakarta. Hal: 314 – 321
Infinite Innovation. Ltd. (2001). Tutorial on Creativity, Brainstorming and Innovation. (Online), (http://www.brainstorming.co.uk/tutorialscontents.html.), diakses 2 Februari 2010.
Irfan, M. (2017). Analisis Kesalahan Siswa dalam Pemecahan Masalah Berdasarkan Kecemasan Belajar Matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(2).
Irfan, M. (2015). Pemanfaatan Gadget dalam Pembelajaran Matematika serta Pengaruhnya Pada Mahasiswa yang Mengalami Math-anxiety di Universitas Sarjanawiyata Taman Siswa Pada Mata Kuliah Persamaan Differensial. SCIENCE TECH: Jurnal Ilmiah Ilmu Pengetahuan dan Teknologi, 1(1), 68-76.
Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math-anxiety across 41 PISA 2003 participating countries. Learning and individual differences, 19(3), 355-365.
Nindiasari, H. (2013). Meningkatkan kemampuan dan disposisi berpikir reflektif matematis serta kemandirian belajar siswa sma melalui pembelajaran dengan pendekatan metakognitif (Doctoral disertation, Universitas Pendidikan Indonesia).
Phan, H. P. (2006). Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach. 4(3), 577-610.
Phan, H. P. (2008). Achievement goals, the classroom environment, and reflective thinking: A conceptual framework. Electronic Journal of Research in Educational Psychology, 6(3), 571-602.
Polya, G. (1978). How to Solve It: A New Aspect of Mathematical Method second edition. New Jersey: Princeton University Press.
Rochyani, I. (2004). Meningkatkan Kreativitas Siswa SMA Melalui Pembelajaran Matematika Berbasis Masalah pada Pokok Bahasan Program Linier. UPI Bandung: tidak diterbitkan.
Tim LRN. (2004). 1001 Math Problems. New York: Learning Express.
Yuli, T. (2009). Meningkatkan Kemampuan Berpikir Kreatif Siswa. (Online), (http://www.virtualsalt.com/crebook1.htm), diakses 13 Juli 2010.
Yudi, M., Ariani, N. M., & Ramadianti, W. (2017). Desain Bahan Ajar Mata Kuliah Aljabar Linear untuk Mengembangkan Kemampuan Berfikir Kreatif Matematis. KALAMATIKA Jurnal Pendidikan Matematika, 2(1), 1-14.