Abstract
Math is taughtwith the aimto prepare students to be able to usemathematics andmathematicalmindset in everyday life. In studying mathematics,many students bothmen and women considermathematics as a boring subject. Based on this, the gender aspect in learning mathematics become educators concern. Gender differences not only result in differences in mathematical ability, but also a way of gaining knowledge of mathematics. Some of the notion that women are not quite managed to learn math than men. In addition, women almost never have a thorough interest in theoretical questions such as the male. Women are more interested in practical matters than the theoretical. But on the other hand, not a few female students who have success in math skills. Writing this article aims to analyze some of the results of research on gender differences in mathematics learning. The methodology used is a literature study. This study found evidence of differences in the strategies used boys and girls, even to solve the spatial.
Highlights
Math is taught with the aim to prepare students to be able to use mathematics and mathematical mindset in everyday life
Gender differences result in differences in mathematical ability, and a way of gaining knowledge of mathematics
Women almost never have a thorough interest in theoretical questions such as the male
Summary
Sudarman bahwa sampai dewasa ini sebagian siswa masih mempunyai kesan negatif terhadap matematika, misalnya: matematika sebagai momok (Yaniawati, 2007), matematika menakutkan (Sulaepin, 2006; Lasedu, 2006), matematika sulit dan membosankan Eva yang mengatakan secara umum siswa menganggap bahwa matematika ilmu yang sulit dan menakutkan.[4] Padahal jika siswa memiliki kesan negative terhadap pelajaran matematika, tentu hal ini akan berpengaruh dalam proses dan hasil belajarnya. Sehingga Siswa laki-laki dan perempuan tentu memiliki banyak perbedaan dalam mempelajari matematika. Dengan kata lain perubahan proses pembelajaran matematika yang menyenangkan memperhatikan aspek perbedaan jenis kelamin sehingga siswa lakilaki dan perempuan tidak lagi takut atau cemas dalam pelajaran matematika. Berkaitan dengan pembelajaran di sekolah yang melibatkan siswa laki-laki dan perempuan, diharapkan tidak terjadi ketimpangan gender atau bias gender. Muthalib dalam Yeni menjelaskan misalnya dalam buku ajar, banyak ditemukan gambar maupun rumusan kalimat yang tidak mencerminkan kesetaraan gender.12 ”Sebut saja gambar seorang pilot selalu laki-laki karena pekerjaan sebagai pilot memerlukan kecakapan dan kekuatan yang ”hanya” dimiliki oleh laki-laki”. Pengaruh yang dimaksud terhadap kemampuan matematika,serta kecemasan siswa dalam belajar matematika
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