Abstract
Background:This study was motivated by a large number of students who feel anxious when dealing with mathematics, which is an unpleasant feeling characterized by the presence of worry, anxiety, confusion, and stress.Objective:This study aims to test the instruments of mathematical anxiety using Rasch Model analysis.Materials and Methods:The study used descriptive analysis with a cross-sectional design. Subjects of the study were elementary school students in grade VI SDN Margarahayu, 13 male and 5 female students in grade VI A, 9 male and 3 female students in grade VI B.Results:The results of the analysis show that the instrument has a poor or not maximum reliability value (α = 0.56). Likewise, the respondent's reliability value (α = 0.49) is in the weak category and the item reliability (α = 0.93) is in the excellent category.Conclusion:The analysis of the instrument shows that 2 items do not meet the standard criteria for the measurement, including number 16 as bias genders are more profitable for female students, and number 9 misfits because it is too difficult for most students to agree on. 3 items are categorized as very difficult, including item number P13, P11, and P12. There are 5 items in difficult category, which include numbers P9, P15, P14, P16, and P10. There are 4 items in the easy category, including P6, P5, P4, and P3. While the very easy category has 4 items, including numbers P1, P7, P2, and P8.
Highlights
The analysis of the instrument shows that 2 items do not meet the standard criteria for the measurement, including number 16 as bias genders are more profitable for female students, and number 9 misfits because it is too difficult for most students to agree on. 3 items are categorized as very difficult, including item number P13, P11, and P12
The development of mathematical anxiety instruments, based on theory [1], states mathematical anxiety as tense and anxious feelings that interfere with the manipulation of numbers in various situations of daily life and academic situations
Mathematical anxiety involves feelings of tension and anxiety that interfere with the manipulation of numbers and solving mathematical problems in daily lives and academic situations
Summary
The development of mathematical anxiety instruments, based on theory [1], states mathematical anxiety as tense and anxious feelings that interfere with the manipulation of numbers in various situations of daily life and academic situations. Students who experience anxiety about mathematics feel that they are unable and cannot learn mathematical material and work on math problems. It is not clear what factors cause the emergence of mathematical anxiety. Negative school experiences might contribute to the development of mathematics anxiety. For i.e., threatening attitudes of teacher can cause a frightening classroom climate where students may hesitate to ask questions or even answer teachers' questions [5]. This study was motivated by a large number of students who feel anxious when dealing with mathematics, which is an unpleasant feeling characterized by the presence of worry, anxiety, confusion, and stress
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