Abstract
Ideally students follow mathematics learning effectively without any disturbance. But the phenomenon that is happening is that there are students who experience anxiety about mathematics, which causes students to not be able to follow mathematics learning effectively. The purpose of this study is to describe the level of mathematics anxiety experienced by students as a whole and also based on the aspects studied. This study involved 32 students in class XII consisting of 18 female students and 14 male students. The instrument used in this research in the form of a questionnaire containing statements about mathematical anxiety equipped with a Likert scale model. Data analysis using frequency distribution techniques and Rasch Model analysis. The results of the analysis of research data indicate that some students experience mathematical anxiety. In addition, the results of data analysis also showed that there were differences in anxiety between female students and male students both overall and based on aspects of the mathematics anxiety studied.
Highlights
Learning is a primary need for students to be able to know new things from knowledge learned in school
We know mathematical anxiety experienced by students based on 4 aspects, namely cognitive aspects, physiological aspects, affective aspects and behavioral aspects
The analysis shows the differences in mathematics anxiety between female students and male students
Summary
Learning is a primary need for students to be able to know new things from knowledge learned in school. Every learning process does not escape the learning evaluation system. Learning evaluation aims to determine the number of progress and success of students in achieving good results. Kingsley (Ahmadi & Suprioyono, 2013) explain that learning is the process by which behavior (in the broader sense) is originated or changes through practice or training. In evaluating student learning abilities in the academic field can be found both good learning outcomes and low learning outcomes. Low learning outcomes cause problems that make it difficult for students and sometimes have an impact on students' psychological conditions
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