ANALISIS KEMAMPUAN PEMAHAMAN KONSEP DAN PENALARAN MATEMATIS PADA TIAP TINGKATAN KECEMASAN MATEMATIKA - Abdul Latip, - (2023)
Kemampuan pemahaman konsep dan penalaran matematis merupakan kemampuan dasar yang harus dimiliki oleh peserta didik. Oleh sebab itu sebagai seorang pendidik, guru harus dapat meningkatkan kemampuan pemahaman konsep dan penalaran matematis selama proses pembelajaran. Namun pada kenyataanya terdapat hambatan berupa kecemasan yang dialami oleh peserta didik yang tidak diketahui oleh guru. Penelitian ini bertujuan untuk menganalisis, mendeskripsikan dan menggambarkan kemampuan pemahaman konsep dan penalaran matematis peserta didik pada tiap tingkatan kecemasan matematika. Desain penelitian menggunakan metode kualitatif dengan pendekatan fenomenologi. Hasil penelitian menemukan bahwa peserta didik dengan kecemasan matematika rendah yaitu subjek S1 dan S2 mampu memenuhi 4 indikator pemahaman konsep dan 3 indikator penalaran matematis sedangkan S4 dan S7 mampu memenuhi 5 indikator pemahaman konsep dan 3 indikator penalaran matematis; peserta didik dengan kecemasan matematika sedang yaitu S6 mampu memenuhi 3 indikator pemahaman konsep dan 1 indikator penalaran matematis, S8 mampu memenuhi 4 indikator pemahaman konsep dan 3 indikator penalaran matematis, S15 memenuhi 5 indikator pemahaman konsep dan 2 indikator penalaran matematis, dan S16 mampu memenuhi 2 indikator pemahaman konsep dan tidak memenuhi indikator penalaran matematis; peserta didik dengan kecemasan matematika tinggi yaitu S11 dan S20 tidak mampu memenuhi indikator pemahaman konsep dan penalaran matematis, S17 mampu memenuhi 2 indikator pemahaman konsep dan tidak mampu memenuhi indikator penalaran matematis, S18 mampu memenuhi 1 indikator pemahamann konsep dan tidak mampu memenuhi indikator penalaran matematis. The ability to understand concepts and mathematical reasoning is a basic ability that must be possessed by students. Therefore as an educator, the teacher must be able to improve the ability to understand concepts and mathematical reasoning during the learning process. But in fact there are obstacles in the form of anxiety experienced by students that are not known by the teacher. This study aims to analyze, describe and illustrate students' ability to understand concepts and mathematical reasoning at each level of math anxiety. The research design uses qualitative methods with a phenomenological approach. The results of the study found that students with low math anxiety, namely S1 and S2 subjects, were able to fulfill 4 indicators of conceptual understanding and 3 indicators of mathematical reasoning, while S4 and S7 were able to fulfill 5 indicators of conceptual understanding and 3 indicators of mathematical reasoning; students with moderate math anxiety, namely S6 were able to fulfill 3 indicators of conceptual understanding and 1 indicator of mathematical reasoning, S8 was able to fulfill 4 indicators of conceptual understanding and 3 indicators of mathematical reasoning, S15 fulfilled 5 indicators of conceptual understanding and 2 indicators of mathematical reasoning, and S16 was able to fulfill 2 indicators of understanding concepts and do not meet the indicators of mathematical reasoning; students with high mathematical anxiety, namely S11 and S20, were unable to meet the indicators of understanding concepts and mathematical reasoning, S17 were able to fulfill 2 indicators of understanding concepts and were unable to fulfill indicators of mathematical reasoning, S18 were able to fulfill 1 indicator of understanding concepts and were unable to fulfill indicators of mathematical reasoning.