MATH ANXIETY DAN METACOGNITIVE AWARENESS INVENTORY SISWA SMP

Febrianti Rofidatul Hasanah(1*), Yayan Eryk Setiawan(2),

(1) Universitas Islam Malang
(2) Universitas Islam Malang
(*) Corresponding Author


Abstract


Kinerja matematika siswa dalam menyelesaikan masalah matematis dipengaruhi oleh dua faktor penting yaitu kognitif dan afektif. Math anxiety (kecemasan matematika) merupakan salah satu yang termasuk dalam ranah afektif dan berpangaruh negatif terhadap kemampuan pemecahan masalah matematis siswa. Sedangkan metacognitive awareness (kesadaran metakognitif) termasuk dalam ranah kognitif. Penelitian ini bertujuan untuk mendeskripsikan pengaruh math anxiety terhadap metacognitive awareness siswa SMP serta faktor-faktor penyebabnya. Jenis penelitian ini adalah kuantitatif dengan metode survei korelasional. Sampel penelitian ini adalah 66 siswa kelas VII SMP Negeri 1 Sukodono tahun ajaran 2022/2023. Instrumen yang digunakan adalah angket math anxiety dan metacognitive awareness inventory (MAI) yang telah valid dan reliabel. Data penelitian dianalasis menggunakan uji regresi linear sederhana. Sebelum dilakukan uji regresi linear, terlebih dahulu dilakukan uji prasyarat pada data, yaitu uji normalitas, linearitas, dan heteroskedastisitas. Hasil penelitian menunjukkan bahwa math anxiety berkorelasi dengan metacognitive awareness siswa. Hasil uji regresi linear sederhana juga menunjukkan bahwa math anxiety berpengaruh negatif terhadap metacognitive awareness siswa SMP sebesar 31,9% dengan koefisien regresi sebesar -1.181. Dengan demikian, semakin tinggi tingkat math anxiety maka semakin rendah tingkat metacognitive awareness siswa, dan sebaliknya. Faktor utama penyebab tingginya pengaruh math anxiety terhadap metacognitive awareness siswa SMP adalah ketakutan siswa akan pikirannya sendiri.

Students' mathematical performance in solving mathematical problems is influenced by two important factors, namely cognitive and affective. Math anxiety is included in the affective domain and has a negative effect on students' mathematical problem-solving ability. While metacognitive awareness is included in the cognitive domain. This study aims to describe the effect of math anxiety on the metacognitive awareness of junior high school students and the factors that cause it. This type of research is quantitative with a correlational survey method. The sample of this study was 66 students of class VII of SMP Negeri 1 Sukodono in the 2022/2023 school year. The instruments used were a valid and reliable math anxiety questionnaire and metacognitive awareness inventory (MAI). The research data were analyzed using a simple linear regression test. Before the linear regression test, prerequisite tests were conducted on the data, namely normality, linearity, and heteroscedasticity tests. The results showed that math anxiety correlated with students' metacognitive awareness. The simple linear regression test results showed that math anxiety negatively influenced the metacognitive awareness students by 31.9% with a regression coefficient is -1.181. Thus, the higher the level of math anxiety, the lower the level of students' metacognitive awareness. The main factor causing the high influence of math anxiety on junior high school students' metacognitive awareness is students' fear of their thoughts.


Keywords


Kecemasan Matematika; Kesadaran Metakognitif; Matematika

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DOI: http://dx.doi.org/10.24127/ajpm.v12i3.7203

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