Hubungan antara Kebimbangan Matematik, Motivasi dan Pencapaian Pelajar Tingkatan Tiga di Johor Bahru
Abstract
Kajian ini meneliti hubungan antara kebimbangan Matematik dan motivasi terhadap pencapaian Matematik dalam kalangan pelajar tingkatan tiga di Johor Bahru. Seramai 370 pelajar dari sembilan sekolah menengah terlibat dalam kajian ini yang menggunakan borang soal selidik berdasarkan instrumen Mathematics Anxiety Scale (MAS-UK) dan Mathematical Motivation Scale (MMS). Kebimbangan Matematik diukur melalui tiga aspek: kebimbangan dalam penilaian Matematik, kebimbangan dalam kehidupan seharian dan kebimbangan dalam pemerhatian Matematik. Motivasi pula melibatkan lima aspek utama: matlamat intrinsik, matlamat ekstrinsik, nilai tugasan, kawalan kepercayaan pembelajaran dan efikasi kendiri pembelajaran. Analisis data menggunakan SPSS menunjukkan tahap kebimbangan Matematik berada pada tahap sederhana, motivasi berada pada tahap tinggi dan pencapaian Matematik pada tahap memuaskan. Korelasi Spearman menunjukkan hubungan negatif yang lemah antara kebimbangan Matematik dan pencapaian Matematik (r=-0.332) serta hubungan positif yang lemah antara motivasi dan pencapaian Matematik (r=0.316). Dapatan ini mengesahkan bahawa bahawa kedua-dua faktor ini signifikan dalam mempengaruhi pencapaian Matematik. Kajian ini memberi implikasi kepada pelajar, ibu bapa, guru serta Kementerian Pendidikan Malaysia dalam usaha mengurangkan kebimbangan Matematik dan meningkatkan motivasi pelajar bagi memperbaiki pencapaian Matematik.
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References
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