Pengaruh Math Anxiety Dan Self-Regulation Terhadap Number Sense Mahasiswa Calon Guru
DOI:
https://doi.org/10.17977/um009v33i22024p117-128Keywords:
number sense, math anxiety, self-regulationAbstract
One of the problems with number sense in students occurs due to dependence on modern devices, which weaken sensitivity to numbers and mental calculation abilities. To overcome this degradation, it is necessary to identify the predictors that influence it and develop appropriate teaching strategies in lectures. The aim of this research is to determine the partial and simultaneous influence of math anxiety and self-regulation on students' number sense. This research applies an ex post facto quantitative approach. The research sample involved 334 PGSD UM students obtained through simple random sampling. Data collection instruments include psychological scales for math anxiety and self-regulation variables as well as an essay test for number sense. Data were analyzed using multiple linear regression tests by first fulfilling the classical assumption test. The result is that math anxiety partially has a significant influence on students' number sense. Meanwhile, partial self-regulation does not have a significant influence on students' number sense. Math anxiety and self-regulation simultaneously have a significant influence on PGSD students' number sense.
References
Akkaya, R. (2016). An Investigation into the Number Sense Performance of Secondary School Students in Turkey. Journal of Education and Training Studies, 4(2), 113–123.
Aktaş, M. C., & Özdemir, E. T. (2017). An examination of the number sense performances of preservice elementary school mathematics teachers. European Journal of Education Studies. Retrieved from http://oapub.org/edu/index.php/ejes/article/view/1283
Arjudin, A., Kurniati, N., Turmuzi, M., & Wulandari, N. P. (2024). Pemecahan masalah program linier mahasiswa pendidikan matematika dengan kemampuan number sense tinggi. Mandalika Mathematics and Educations Journal, 6(1), 58–70.
Budiman, H. (2015). Pengaruh kecerdasan emosional dan kecemasan matematika terhadap kemandirian belajar siswa. Jurnal Prisma, 4(7), 1–11.
Dehaene, S. (2011). The number sense: How the mind creates mathematics. OUP USA. Retrieved from https://books.google.com/books?hl=id&lr=&id=SPaapa4PMVEC&oi=fnd&pg=PR7&dq=Dehaene,+S.+(1997).+The+number+sense+:+how++the+mind+creates+mathematics.New++York:+Oxford+University+Press.&ots=YDvDW0k9xY&sig=DUFPB_ilaHYtxNQwtlZgOaF49-k
Dzulfikar, A. (2016). Kecemasan matematika pada mahasiswa calon guru matematika. JMPM: Jurnal Matematika Dan Pendidikan Matematika, 1(1), 34–44.
Fahlevi, M. R. (2022). Upaya pengembangan number sense siswa melalui kurikulum merdeka (2022). Sustainable Jurnal Kajian Mutu Pendidikan, 5(1), 11–27.
Fani, A. A. D., & Effendi, K. N. S. (2021). KEMAMPUAN KONEKSI MATEMATIS SISWA DITINJAU DARI KECEMASSAN BELAJAR PADA SISWA SMP PADA MATERI LINGKARAN. JPMI (Jurnal Pembelajaran Matematika Inovatif), 4(1), 137–148.
Hakim, R. N. (2021). Analisis Tingkat Kecemasan Matematis Siswa SMA. JPMI (Jurnal Pembelajaran Matematika Inovatif), 4(4), 809–816.
Hamid, A., Wirda, E., & Iklima, I. (2020). NUMBER SENSE PESERTA DIDIK SMK NEGERI PENERBANGAN ACEH. Pedagogik: Jurnal Ilmiah Pendidikan Dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh, 7(2, Oktober), 156–164.
Hanika, I. M. (2015). Fenomena phubbing di era milenia (ketergantungan seseorang pada smartphone terhadap lingkungannya). Interaksi: Jurnal Ilmu Komunikasi, 4(1), 42–51.
Hilda, N. R., Azhar, M. S., & Ulya, V. H. (2022). HUMANISASI PROSES PEMBELAJARAN: FENOMENA KETERGANTUNGAN TEKNOLOGI PADA PEMBELAJARAN DI SEKOLAH. Prosiding Konferensi Ilmiah Pendidikan, 3, 555–562.
Ikhsan, M. (2019). Pengaruh kecemasan matematis terhadap hasil belajar matematika. De Fermat: Jurnal Pendidikan Matematika, 2(1), 1–6.
Indriani, N., Salsabila, Z. P., & Firdaus, A. N. A. (2022). Pemahaman Konsep Perkalian dengan Menggunakan Metode RME pada Peserta Didik Kelas III MI Miftahul Huda. AULADUNA: Jurnal Pendidikan Dasar Islam, 9(1), 105–113.
Ivrendi, A. (2011). Influence of Self-Regulation on the Development of Children’s Number Sense. Early Childhood Education Journal, 39(4), 239–247. https://doi.org/10.1007/s10643-011-0462-0
Klados, M. A., Simos, P., Micheloyannis, S., Margulies, D., & Bamidis, P. D. (2015). ERP measures of math anxiety: How math anxiety affects working memory and mental calculation tasks? Frontiers in Behavioral Neuroscience, 9, 282.
Lestari, N. I., & Duryati, D. (2021). Hubungan Self Regulation Learning Dengan Number Sense pada Siswa Sekolah Dasar di Kota Bukittinggi. Jurnal Pendidikan Tambusai, 5(3), 10831–10837.
Maghfirah, M., & Mahmudi, A. (2018). Number sense: The result of mathematical experience. Journal of Physics: Conference Series, 1097(1), 012141. IOP Publishing. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1097/1/012141/meta
Moscoso, M., & Andrea, P. (2021). Evidence on perceptual nature of the number sense, on groupitizing phenomenon and on the relationship between number sense, math abilities and math anxiety. Retrieved from https://flore.unifi.it/handle/2158/1238434
Moscoso, P. A. M., Anobile, G., Primi, C., & Arrighi, R. (2020). Math anxiety mediates the link between number sense and math achievements in high math anxiety young adults. Frontiers in Psychology, 11. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7264265/
Mucti, A., & Nurmala, R. (2020). Pengaruh Kemampuan Number Sense terhadap Hasil Belajar Matematika Siswa di SMP Negeri 8 Tarakan. MUST: Journal of Mathematics Education, Science and Technology, 5(1), 12–18.
Mujahidah, S. N., & Khusna, H. (2023). Analisis kecemasan matematika ditinjau dari kemampuan pemecahan masalah pada pembelajaran luring pasca pandemi. JPMI (Jurnal Pembelajaran Matematika Inovatif), 6(4), 1345–1356.
Mulyati, T., & Frieda, N. R. H. (2019). Kecanduan smartphone ditinjau dari kontrol diri dan jenis kelamin pada siswa SMA Mardisiswa Semarang. Jurnal Empati, 7(4), 1307–1316.
Nugraha, Y., & Mulhamah, M. (2017). Analisis kemampuan number sense dalam pemecahan masalah matematika. JTAM (Jurnal Teori Dan Aplikasi Matematika), 1(1), 54–59.
Nugroho, R. A. (2021). Pengaruh penggunaan brainly terhadap hasil belajar siswa. Jurnal Epistema, 2(2), 76–92.
Nurhayati, N., Aslan, A., & Susilawati, S. (2023). Penggunaan Teknologi Gadget Sebagai Media Pembelajaran Pada Anak Usia Dini Di Raudhatul Atfhal Al-Ikhlas Kota Singkawang. JIP: Jurnal Ilmu Pendidikan, 1(3), 485–500.
Nys, J., & Content, A. (2010). Complex mental arithmetic: The contribution of the number sense. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 64(3), 215.
Peplau, H. E. (1952). Interpersonal relations in nursing. AJN The American Journal of Nursing, 52(6), 765.
Priyanto, D. (2017). Tingkat dan faktor kecemasan matematika pada siswa Sekolah Menengah Pertama. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa (JPPK), 6(10). Retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/view/22105
Rosita, A., Utami, S., & Sari, R. P. (2022). Profil kecanduan smartphone pada siswa. Orien: Cakrawala Ilmiah Mahasiswa, 2(1), 57–62.
Rumapea, A., Sinurat, S., & Barus, M. (2023). Hubungan Self Control dengan Adiksi Smartphone pada Mahasiswa. Jurnal Ilmiah Permas: Jurnal Ilmiah STIKES Kendal, 13(3), 879–886.
Santrock, J. W., & Santrock, J. W. (2007). Psikologi Pendidikan edisi kedua. Kencana Prenada Media Group. Retrieved from http://difarepositories.uin-suka.ac.id/35/
Sengul, S. (2013). Identification of Number Sense Strategies used by Pre-service Elementary Teachers. Educational Sciences: Theory and Practice, 13(3), 1965–1974.
Sowder, J. T. (1990). Mental computation and number sense. The Arithmetic Teacher, 37(7), 18–20.
Sumia, D., Sandayanti, V., & Detty, A. U. (2020). Pengaruh teman sebaya dan regulasi diri dalam belajar pada mahasiswa. Jurnal Psikologi Malahayati, 2(2), 10–17.
Supriatna, A., & Zulkarnaen, R. (2020). Studi Kasus Tingkat Kecemasan Matematis Siswa SMA. Prosiding Sesiomadika, 2(1c). Retrieved from https://journal.unsika.ac.id/index.php/sesiomadika/article/view/2721
Szczygieł, M. (2021). The relationship between math anxiety and math achievement in young children is mediated through working memory, not by number sense, and it is not direct. Contemporary Educational Psychology, 65, 101949.
Valle-Tourangeau, F., Sirota, M., & Villejoubert, G. (2013). Reducing the impact of math anxiety on mental arithmetic: The importance of distributed cognition. Proceedings of the Annual Meeting of the Cognitive Science Society, 35(35). Retrieved from https://escholarship.org/content/qt7gm694qt/qt7gm694qt.pdf
Wahyuni, D. S. (2019). Kemampuan number sense siswa Sekolah Dasar ditinjau dari perbedaan jenis kelamin di Kota Bukittinggi (PhD Thesis, Universitas Negeri Padang). Universitas Negeri Padang. Retrieved from http://repository.unp.ac.id/25341/
Wicaksono, A. B., & Saufi, M. (2013). Mengelola kecemasan siswa dalam pembelajaran matematika. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 9(4), 89–94. Retrieved from https://eprints.uny.ac.id/10735/1/P%20-%2012.pdf
Wulandari, N. P., Hidayati, V. R., Novitasari, D., Triutami, T. W., & Lu’luilmaknun, U. (2020). Investigating the number sense ability of pre-service mathematics teachers. MaPan: Jurnal Matematika Dan Pembelajaran, 8(1), 76–86.
Wulandari, N. P., & Junaidi, J. (2023). Kemampuan number sense mahasiswa calon guru matematika: Adakah komponen yang kurang dikuasai? Mandalika Mathematics and Educations Journal, 5(1), 110–122.
Zahid, A. (2019). Sensualitas Media Sosial di Era Globalisasi (Kajian Sosiologi Media McLuhan sebagai Analisis Media Masa Kini). Jurnal Sosiologi USK (Media Pemikiran & Aplikasi), 13(1), 1–15.
Zahra, A. (2023). Implikasi teori koginitif dalam mencegah digital amnesia syndrome mahasiswa. Maliki Interdisciplinary Journal, 1(6), 508–518.
