TANTANGAN PEMBELAJARAN MATEMATIKA: PERSPEKTIF NEGATIF MAHASISWA TERHADAP MINAT DAN PEMAHAMAN SIMBOL SERTA RUMUS

Sari Devi Asri, Ahmad Yani T., Nurfadilah Siregar, Nadya Febriani Meldi

Abstract


Studi ini mengeksplorasi tantangan yang dihadapi mahasiswa dalam pembelajaran matematika, dengan fokus khusus pada persepsi negatif mereka terhadap pemahaman simbol dan rumus matematika. Penelitian ini menyoroti bahwa banyak mahasiswa mengalami kecemasan matematis, yang menghambat minat dan performa mereka dalam matematika. Penelitian ini mengidentifikasi faktor-faktor yang berkontribusi terhadap tantangan ini, seperti metode pengajaran tradisional yang kurang relevan dengan aplikasi kehidupan nyata. Studi ini menekankan perlunya pendekatan pedagogis yang inovatif, termasuk integrasi teknologi dan strategi pembelajaran kolaboratif, untuk meningkatkan keterlibatan dan pemahaman mahasiswa. Dengan mengatasi masalah ini, penelitian ini bertujuan untuk mengusulkan strategi efektif untuk meningkatkan pemahaman dan minat mahasiswa terhadap matematika.

 


References


Fielding-Wells, J., & Makar, K. (2008). "Student (Dis)Engagement in Mathematics." Annual Conference of the Australian Association for Research in Education. mak08723.pdf (aare.edu.au)

Gravemeijer, K., & Doorman, M. (1999). "Context Problems in Realistic Mathematics Education: A Calculus Course as an Example." Educational Studies in Mathematics, 39(1), 111–129. https://doi.org/10.1023/A:1003749919816

Hembree, R. (2022). Mathematics anxiety: Its development and relationship to achievement in mathematics. Journal for Research in Mathematics Education, 19(1), 33-46.

Henningsen, M., & Stein, M. K. (1997). "Mathematical Tasks and Student Cognition: Classroom-based Factors That Support and Inhibit High-level Mathematical Thinking and Reasoning." Journal for Research in Mathematics Education, 28(5), 524–549. https://doi.org/10.5951/jresematheduc.28.5.0524

Hilton, A., & Hilton, G. (2019). "Primary School Teachers Implementing Structured Mathematics Interventions to Promote Proportional Reasoning." Journal of Mathematics Teacher Education, 22(6), 545–574. https://doi.org/10.1007/s10857-018-9405-7

King, D., & Boman, P. (2023). Collaborative learning as a tool to reduce math anxiety in higher education. International Journal of Educational Psychology, 21(2), 79-92.

Lesh, R., & Lehrer, R. (2003). "Models and Modeling Perspectives on the Development of Students and Teachers." Mathematical Thinking and Learning, 5(2–3), 109–129. https://doi.org/10.1080/10986065.2003.9679996

Putra, R., Sudirman, A., & Lestari, W. (2023). Technological integration in mathematics education: Enhancing student comprehension through interactive tools. International Journal of Educational Technology, 32(4), 215-233. https://doi.org/10.1080/146451230202304

Putwain, D. W., Symes, W., & Remedios, R. (2022). The impact of math anxiety on students' performance and engagement. Psychology of Education Review, 46(2), 102-119.

Rahmawati, S., & Kurnia, I. (2023). The influence of teaching methods on student attitudes toward mathematics in higher education. Journal of Educational Studies, 18(3), 89-102. https://www.jes.edu/rahmawati-kurnia2023

Shabab, C. Rashaad. (2024). "Understanding mathematics anxiety: loss aversion and student engagement." Teaching Mathematics and its Applications, 43(2), 107–124. https://doi.org/10.1093/teamat/hrad008.

Van Ameringen, M., Mancini, C., & Farvolden, P. (2003). The impact of anxiety disorders on educational achievement. Journal of Anxiety Disorders, 17(5), 561-571. https://doi.org/10.1016/S0887-6185(02)00228-1

Van Dooren, W., & Verschaffel, L. (2023). Conceptual and procedural knowledge in mathematics: Addressing students' misconceptions. Journal of Mathematical Behavior, 61(4), 208-217.

Xu, Q., & Huang, H. (2023). Digital transformation in mathematics education: Bridging the gap between abstract concepts and real-world applications. Journal of Contemporary Educational Studies, 29(3), 145-158.

Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in Psychology, 10, 1613. https://doi.org/10.3389/fpsyg.2019.01613




DOI: http://dx.doi.org/10.30870/jppm.v17i2.28777

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Jurnal Penelitian dan Pembelajaran Matematika

Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional .

JPPM (Jurnal Penelitian dan Pembelajaran Matematika). Jurnal ini diterbitkan oleh Jurusan Pendidikan Matematika FKIP Universitas Sultan Ageng Tirtayasa (cetak) dan Jurnal Untirta (eprint).

Alamat Penerbit: Jl. Raya Ciwaru No 25 Kota Serang Banten, Jurusan Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sultan Ageng Tirtayasa, Kampus Ciwaru, Serang, Banten, Indonesia. Telepon / Faks: (0254) 280330 Ext 111, Email: [email protected] |Klik untuk mengakses: Jurnal Penelitian dan Pembelajaran Matematika