LITERASI MATEMATIS MURID KELAS VIII DITINJAU DARI TINGKAT KECEMASAN MATEMATIS

Risa Agistriani Muchidin, - and Tatang Herman, - and Nanang Priatna, - (2025) LITERASI MATEMATIS MURID KELAS VIII DITINJAU DARI TINGKAT KECEMASAN MATEMATIS. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan gambaran literasi matematis murid kelas VIII ditinjau dari tingkat kecemasan matematis, mengidentifikasi kesulitan yang dialami murid kelas VIII ditinjau dari kecemasan matematis, serta menemukan upaya yang dapat dilakukan untuk mengantisipasi kecemasan matematis yang berpengaruh terhadap literasi matematis murid. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi hermeneutika. Subjek penelitian terdiri dari 79 murid kelas VIII di salah satu SMP di Jakarta, kemudian direduksi menjadi 8 sampel berdasarkan hasil angket kecemasan matematis dengan kategori tinggi, sedang, dan rendah. Data penelitian dikumpulkan melalui angket, tes literasi matematis yang diadaptasi dari soal PISA, wawancara, dan observasi. Hasil penelitian menunjukkan adanya variasi kemampuan literasi matematis berdasarkan tingkat kecemasan. Murid dengan kecemasan tinggi mengalami blocking effect sejak tahap awal membaca informasi (level 1), meskipun dalam kasus tertentu kecemasan dapat berfungsi sebagai motivasi untuk mencapai level 5. Murid dengan kecemasan sedang mampu mengerjakan soal hingga level 4–5, namun masih mengalami kesulitan dalam membuat generalisasi dan interpretasi pada level 6. Sementara itu, murid dengan kecemasan rendah cenderung lebih percaya diri dan mampu menyelesaikan soal hingga level 6, meskipun terdapat kasus rendahnya capaian literasi akibat minimnya motivasi dan persepsi negatif terhadap pentingnya matematika. Kesulitan utama yang muncul adalah hambatan kognitif pada murid dengan kecemasan tinggi, keraguan strategi pada murid dengan kecemasan sedang, serta faktor non-kognitif seperti rendahnya motivasi pada murid dengan kecemasan rendah. Adapun upaya yang dapat dilakukan untuk mengatasi kecemasan matematis meliputi penerapan self-regulated learning, pembelajaran kontekstual, dukungan emosional dan scaffolding dari guru, serta kolaborasi dengan orang tua dan lingkungan belajar. This study aims to describe the mathematical literacy profile of eighth-grade students in terms of their levels of mathematics anxiety, to identify the difficulties they experience, and to explore possible efforts to mitigate mathematics anxiety that affects literacy performance. The research employed a qualitative approach with a hermeneutic phenomenological design. The participants consisted of 79 eighth-grade students from a junior high school in Jakarta, from which 8 students were selected as samples based on the results of a mathematics anxiety questionnaire, categorized into high, medium, and low levels. Data were collected through questionnaires, a mathematical literacy test adapted from PISA items, interviews, and classroom observations. The findings indicate variations in students’ mathematical literacy depending on their levels of anxiety. Students with high anxiety experienced a blocking effect from the initial stage of processing information (level 1), although in certain cases anxiety served as motivation to reach level 5. Students with moderate anxiety were able to solve problems up to level 4–5, but faced difficulties in generalizing and interpreting at level 6. Meanwhile, students with low anxiety tended to be more confident and capable of solving problems up to level 6, although some still showed low performance due to a lack of motivation and negative perceptions of mathematics. The main difficulties identified were cognitive barriers for highly anxious students, strategic hesitation for moderately anxious students, and non-cognitive factors such as low motivation for students with low anxiety. Efforts to address mathematics anxiety include the implementation of self-regulated learning, contextual-based learning, emotional support and scaffolding from teachers, as well as collaboration with parents and the learning environment.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?hl=en&user=cLsqofMAAAAJ ID SINTA Dosen Pembimbing: Tatang Herman: 5986217 Nanang Priatna: 5980973
Uncontrolled Keywords:	literasi matematis, kecemasan matematis, kesulitan belajar mathematical literacy, mathematics anxiety, learning difficulties
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2
Depositing User:	Risa Agistriani Muchidin
Date Deposited:	08 Sep 2025 03:26
Last Modified:	08 Sep 2025 03:26
URI:	http://repository.upi.edu/id/eprint/138055

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