Analysis of Mathematical Reasoning Ability Reviewed Based on The Level of Mathematical Anxiety
DOI:
https://doi.org/10.15575/ja.v9i1.22828Keywords:
Analysis of Mathematical, Mathematical Reasoning Ability, Math Anxiety.Abstract
Kemampuan penalaran matematika merupakan kemampuan dasar yang harus dimiliki oleh siswa. Oleh karenanya guru sebagai pendidik, harus dapat meningkatkan kemampuan penalaran matematika selama proses pembelajaran sekaligus mengurangi hambatan siswa dalam belajar matematika. Namun demikian kenyataanya ada hambatan kecemasan yang dialami oleh siswa yang tidak diketahui. Tujuan penelitian ini adalah untuk menganalisis dan mendeskripsikan kemampuan penalaran matematika siswa ditinjau berdasarkan tingkat kecemasan matematika. Penelitian ini adalah penelitian kualitatif dengan metode deskriptif. Subjek dalam penelitian berjumlah 6 orang siswa yang dipilih dari tiap kategori kecemasan matematika. Instrumen pendukung dalam penelitian ini meliputi: 1) Angket Kecemasan Matematika; 2) Tes Kemampuan Penalaran matematika; 3) Pedoman Wawancara. Dari hasil analisis diketahui bahwa siswa dengan tingkat kecemasan matematika rendah yaitu S1 dan S2 dapat memenuhi 3 dari 4 indikator penalaran matematika; siswa dengan tingkat kecemasan matematika sedang yaitu S6 mampu memenuhi 1 dari 4 indikaor penalaran matematika dan S16 tidak mampu memenuhi semua indikator penalaran matematika; siswa dengan tingkat kecemasan matematika tinggi yaitu S11dan S20 tidak mampu memenuhi semua indikator penalaran matematika. Hasil penelitian ini diharapkan dapat menjadi referensi dan pertimbangan bagi peneliti lain dan guru dalam memilih strategi pembelajaran sehingga dapat meningkatkan kemampuan penalaran matematika sekaligus mengurangi tingkat kecemasan siswa.
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Mathematical reasoning ability is a basic ability that must be possessed by students. Teachers as educators must be able to improve to learning mathematics. However, in reality there are anxiety barriers experienced by students who are not known. The purpose of this study was to analyze and describe students' mathematical reasoning abilities in terms of their level of math anxiety. This research is a qualitative research with descriptive method. Supporting instruments in this study include: 1) Mathematical Anxiety Questionnaire; 2) Mathematical Reasoning Ability Test; 3) Interview Guidelines. The Result known that students with low levels of math anxiety, namely S1 and S2, can fulfill 3 of the 4 indicators of mathematical reasoning; students with a moderate level of math anxiety, namely S6 were able to fulfill 1 of 4 indicators of mathematical reasoning and S16 were not able to fulfill all indicators of mathematical reasoning; students with high levels of math anxiety, namely S11 and S20, were unable to fulfill all indicators of mathematical reasoning. The results of this study are expected to be a reference for other researchers and teachers in choosing learning strategies so that they can improve mathematical reasoning abilities while reducing students' anxiety levels.
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