Profile of reasoning ability and reduction of mathematical anxiety in analogy-based physics learning

Abstract

The analogy approach in learning physics encourages students to use logical reasoning in understanding physics concepts without anxious about mathematics. The purpose of this study were to analyze the reasoning abilities and the reduction of mathematics anxiety of students in analogy-based physics learning. This study used a mixed method design with an embedded experimental model by involving 72 students at senior high school. Quantitative data from the test were triangulated with qualitative data from questionnaires, observations, and psychological tests of mathematics anxiety. Based on data analysis, it was found that the ability to explore facts in questions, identify problems, apply physics concepts increased by an average of 41.66%, while making conclusions 22.50%. Meanwhile, based on the psychological scale analysis of anxiety which is divided into three clusters, the mathematics anxiety cluster on assignment (MAA), in the class (MAC), and for the student’s future (MAF) has decreased by 21.76%, 32.87%, and 18.29% respectively. It can be concluded that the analogy-based physics learning significantly improve reasoning skills and reduce mathematical anxiety of students. Analogy-based learning encourages students to be able to solve physics problems by linking concepts with the peculiarities of phenomena which also have an impact on reducing their math anxiety.