Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat

  • Er Xiao Hui Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
  • Roslinda Rosli Fakulti Pendidikan, Universiti Kebangsaan Malaysia (UKM)
Keywords: kebimbangan, efikasi kendiri, pembelajaran matematik, matematik tambahan, kognitif

Abstract

Pembelajaran matematik masa kini tidak lagi hanya menekankan pembinaan tingkah laku pelajar yang dapat dikesan daripada tindak balas dan rangsangan. Bahkan juga memberi penekanan bagi melihat bahawa pendidikan matematik disifatkan sebagai subjek yang sukar di samping melibatkan interaksi dinamik antara sifat dalaman pelajar, faktor fizikal dan faktor persekitaran sosiobudaya. Persaingan sengit dan perubahan teknologi yang pesat memerlukan kepintaran matematik dan wajib diambil hampir dalam kesemua latar belakang pendidikan. Justeru, kajian ini dijalankan adalah untuk menentukan tahap kebimbangan dan efikasi kendiri pelajar serta hubungannya berdasarkan pembelajaran matematik. Kajian tinjauan ini melibatkan 311 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan di daerah Johor Bahru. Pensampelan rawak mudah dan berkelompok telah digunakan untuk mendapat responden kajian. Instrumen kajian merupakan soal selidik Mathematics Self-Efficacy and Anxiety Questionaire (MSEAQ) yang telah diadaptasi serta diubahsuai bagi mengukur tahap kebimbangan dan efikasi kendiri terhadap pembelajaran matematik dalam kalangan pelajar Sekolah Menengah Kebangsaan harian. Dapatan menunjukkan kebimbangan pelajar terhadap pembelajaran matematik berada pada tahap yang tinggi. Selain itu, hasil dapatan bagi tahap efikasi kendiri pelajar terhadap pembelajaran matematik pula adalah berada pada tahap sederhana. Hasil analisis ujian korelasi mendapati, tiada perhubungan antara kebimbangan dan efikasi kendiri pelajar terhadap pembelajaran matematik. Kajian ini secara keseluruhannya menunjukkan pembelajaran matematik tidak sekadar bergantung kepada kebolehan kognitif, tetapi juga melibatkan faktor psikologi pelajar. Cadangan penambahbaikan kajian boleh dilakukan melalui penambahan sampel kajian, perluasan konteks dan mengaitkannya dengan pemboleh ubah lain yang berpotensi.

Statistics
Abstract views: 141 , PDF downloads: 108

Downloads

Download data is not yet available.

References

Abdul Hamid, H., Baharum, M., & Sarkowi, A. (2020). Pengaruh efikasi kendiri terhadap motivasi dan pencapaian akademik siswa pendidik. Jurnal IPDA, 26(1), 104-112.

Ali, N. A. M., & Hassan, N. C. (2019). Mathematics Anxiety and Mathematics Motivation among Students in the Faculty of Science of a Public University in Malaysia. International Journal of Academic Research in Progressive Education and Development, 8(4), 952–963.

Arshad, M. N., Atan, N. A., Abdullah, A. H., Abu, M. S., & Mokhtar, M. (2017). Improving the reasoning skills of students to overcome learning difficulties in additional Mathematics: a Review. Journal of Science and Mathematics Letters, 5, 28-35.

Awang, L. A., Tarmizi, R. A., & Ayob, A. F. M. (2016). Effectiveness Of Using Logo Programming For Learning Mathematics In Geometric Topics On Form Two Students’achievement (1-12). Jurnal Pendidikan Sains dan Matematik Malaysia, 6(1), 1-12.

Bandura, A. (2010). Self-efficacy. The Corsini encyclopedia of psychology, 1-3.

Bartley, S. R., & Ingram, N. (2018). Parental modelling of mathematical affect: self-efficacy and emotional arousal. Mathematics Education Research Journal, 30(3), 277-297.

Batchelor, S., Torbeyns, J., & Verschaffel, L. (2019). Affect and mathematics in young children: an introduction. Educational Studies in Mathematics, 100(3), 201-209.

Bhowmick, S., Young, J. A., Clark, P. W., & Bhowmick, N. (2017). Marketing Students' Mathematics Performance: The Mediating Role of Math Anxiety on Math Self-Concept and Math Self-Efficacy. Journal of Higher Education Theory and Practice, 17(9), 104-117.

Caviola, S., Carey, E., Mammarella, I. C., & Szucs, D. (2017). Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature. Frontiers in Psychology, 8, 1488-1488.

Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38.

Chien, P. L. K., & Lajium, D. A. D. (2016). The Effectiveness of Science, Technology, Engineering and Mathematics (STEM) Learning Approach Among Secondary School Students. In International Conference on Education and Psychology 2016 (ICEduPsy16) (pp. 95-104).

Chua, Y. P (2013). Asas statistik penyelidikan: Analisis data skala Likert. (2nd ed.). Malaysia: McGraw-Hill Education (Malaysia) Sdn. Bhd.

Chua, Y. P. (2014a). Asas statistik penyelidikan. (3rd ed.). Malaysia: McGraw-Hill Education (Malaysia) Sdn. Bhd.

Chua, Y. P. (2014b). Kaedah penyelidikan. (3rd ed.). Malaysia: McGraw-Hill Education (Malaysia) Sdn. Bhd.

Cribbs, J., Hazari, Z., Sonnert, G., & Sadler, P. M. (2020). College students’ mathematics-related career intentions and high school mathematics pedagogy through the lens of identity. Mathematics Education Research Journal, 1-28.

Darusalam, G. & Hussin, S. (2018). Metodologi penyelidikan dalam pendidikan: Amalan dan analisis kajian. (2nd ed.). Kuala Lumpur: Penerbit Universiti Malaya.

Deshler, J., Fuller, E., & Darrah, M. (2019). Affective states of university developmental mathematics students and their impact on self-efficacy, belonging, career identity, success and persistence. International Journal of Research in Undergraduate Mathematics Education, 5(3), 337-358.

Ding, Y. (2016). Measuring developmental students' mathematics anxiety. Research and Teaching in Developmental Education, 31-47.

Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100(3), 211-230.

Durksen, T. L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. J. (2017). Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions. Mathematics Education Research Journal, 29(2), 163-181.

Everingham, Y. L., Gyuris, E., & Connolly, S. R. (2017). Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects. International Journal of Mathematical Education in Science and Technology, 48(8), 1153-1165.

Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52-58.

Gabriel, M. H., Atkins, D., Chokshi, A., Midence, S., & Bowdon, M. (2019). Exploring Math Anxiety and Math Self-Efficacy among Health Administration Students. Journal of Health Administration Education, 36(2), 151-168.

Gao, J. (2020). Sources of mathematics self-efficacy in Chinese students: a mixed-method study with Q-sorting procedure. International Journal of Science and Mathematics Education, 18(4), 713-732.

Greensfeld, H., & Deutsch, Z. (2020). Mathematical challenges and the positive emotions they engender. Mathematics Education Research Journal, 1-22.

Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73-86.

Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46.

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. (2010). Multivariate data analysis. Multivariate Data Analysis. Pearson.

Hammoudi, M. M. (2020). Measurement of students’ mathematics motivation and self-concept at institutions of higher education: evidence of reliability and validity. International Journal of Mathematical Education in Science and Technology, 51(1), 63-86.

Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. European Journal of Psychology of Education, 34(3), 621-640.

Husain, K. (2020). Kebimbangan Matematik Dengan Pencapaian Matematik Dan Faktor Demografi Dalam Kalangan Pelajar Matrikulasi. Jurnal Dedikasi, 14, 89-121.

Jaafar, W. N. W., & Maat, S. M. (2020). Hubungan antara motivasi dengan pencapaian matematik dalam kalangan murid sekolah luar bandar. Jurnal Pendidikan Sains Dan Matematik Malaysia, 10(1), 39-48.

Joy, U. C. (2019). Achievement Motivation And Emotional Intelligence As Predictors Of Mathematical Resilience Among Secondary School Students. Advances in Social Sciences Research Journal, 6(5), 191–200.

Justicia‐Galiano, M. J., Martín‐Puga, M. E., Linares, R., & Pelegrina, S. (2017). Math anxiety and math performance in children: The mediating roles of working memory and math self‐concept. British Journal of Educational Psychology, 87(4), 573-589.

Kementerian Pendidikan Malaysia. (2015). Dokumen standard kurikulum dan pentaksiran matematik tingkatan 1. Putrajaya: Bahagian Pembangunan Kurikulum.

Kundu, A., & Ghose, A. (2016). The relationship between attitude and self-efficacy in mathematics among higher secondary students. Journal of Humanities and Social Science, 21(4), 25-31.

Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578.

Livers, S. D., Zelkowski, J., Harbour, K. E., McDaniel, S. C., & Gleason, J. (2020). An examination of the relationships of mathematics self-efficacy and teaching practices among elementary, secondary, and special education educators. Investigations in Mathematics Learning, 12(2), 96-109.

Lukowski, S. L., DiTrapani, J., Jeon, M., Wang, Z., Schenker, V. J., Doran, M. M., ... & Petrill, S. A. (2019). Multidimensionality in the measurement of math-specific anxiety and its relationship with mathematical performance. Learning and individual differences, 70, 228-235.

Macmull, M. S., & Ashkenazi, S. (2019). Math Anxiety: The Relationship Between Parenting Style and Math Self-Efficacy. Frontiers in Psychology, 10, 1721-1721.

Majlis Keselamatan Negara. (2020). Kenyataan media majlis keselamatan negara, jabatan perdana menteri. Retrieved from https://www.pmo.gov.my/wp-content/uploads/2020/03/Pergerakan-Kawalan-Covid19-amended-18032020-UPDATED-12.12AM.pdf.pdf.

Marham, M. A., Mohd Ayub, A. F., & Ahmad Tarmizi, R. (2016). Keterlibatan murid kolej vokasional berpencapaian rendah dalam pengajaran dan pembelajaran Matematik menerusi pendekatan ‘Q-Methodology’. Jurnal Pendidikan Sains dan Matematik Malaysia (JPSMM UPSI), 6(1), 41-57.

Masitoh, L. F., & Fitriyani, H. (2018). Improving students’ mathematics self-efficacy through problem based learning. Malikussaleh Journal of Mathematics Learning (MJML), 1(1), 26-30.

May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire (Doctoral dissertation, University of Georgia).

Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), ep269.

Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475.

Mutisya, E. N., Kinai, T. K., Dinga, J. N., & Mutweleli, S. M. (2016). Relationship between Academic Emotions, Self-efficacy and mathematics achievement of secondary school students in Central Division, Machakos County, Kenya. Msingi Journal, 1(2), 29-57.

Muwonge, C. M., Ssenyonga, J., & Kwarikunda, D. (2018). Cognitive appraisals, achievement emotions, and motivation towards learning mathematics among lower secondary students. African Journal of Research in Mathematics, Science and Technology Education, 22(2), 243-253.

Ngah, N., & Zakaria, E. (2016). Keupayaan pelajar dalam menjana masalah, menyelesaikan masalah matematik dan sikap pelajar terhadap penyelesaian masalah. Jurnal Pendidikan Matematik, 4(1), 1-16.

OECD. (2013). Mathematics self-beliefs and participation in mathematics-related activities. PISA 2012 Results: Ready to Learn (Volume III), Students’ Engagement, Drive and Self-Beliefs, 87-112.

Orosco, M. J. (2016). Measuring elementary student’s mathematics motivation: a validity study. International Journal of Science and Mathematics Education, 14(5), 945-958.

Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Sciences, 14(2), 190-200.

Peixoto, F., Sanches, C., Mata, L., & Monteiro, V. (2017). “How do you feel about math?”: Relationships between competence and value appraisals, achievement emotions and academic achievement. European Journal of Psychology of Education, 32(3), 385-405.

Puteh, M. & Khalin, S. Z. (2016). Mathematics anxiety and its relationship with the achievement of secondary students in Malaysia. International Journal of Social Science and Humanity, 6(2), 119.

Rahmi, S., Nadia, R., Hasibah, B., & Hidayat, W. (2017). The relation between self-efficacy toward math with the math communication competence. Infinity Journal, 6(2), 177-182.

Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164.

Recber, S., Isiksal, M., & Koç, Y. (2018). Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales de Psicología/Annals of Psychology, 34(1), 41-51.

Reimer, D., Sortkear, B., Oskarsson, M., Nilsen, T., Rasmusson, M., & Nissinen, K. (2018). Northern Lights on TIMSS and PISA 2018. Nordic Council of Ministers.

Roslan, N. A., & Maat, S. M. (2019). Systematic Literature Review on Secondary School Students’ Mathematics Self-Efficacy. Sciences, 8(4), 975-987.

Russo, J., & Hopkins, S. (2017). Student reflections on learning with challenging tasks:‘I think the worksheets were just for practice, and the challenges were for maths’. Mathematics Education Research Journal, 29(3), 283-311.

Samuel, T. S., & Warner, J. (2019). “I Can Math!”: Reducing Math Anxiety and Increasing Math Self-Efficacy Using a Mindfulness and Growth Mindset-Based Intervention in First-Year Students. Community College Journal of Research and Practice, 1-18.

Saravani, S., Marziyeh, A., & Jenaabadi, H. (2017). The Relationship of the Dimensions of Perceived Teaching Style with Students’ Mathematics Achievement and Self-Efficacy. International Electronic Journal of Mathematics Education, 12(2), 99-109.

Sevgi, S., & Arslan, K. (2020). Exploring Middle School Students Mathematics Self-Efficacy and Mathematics Anxiety. Online Submission, 7(2), 41-61.

Siron, Y., Wibowo, A., & Narmaditya, B. S. (2020). Factors affecting the adoption of e-learning in Indonesia: Lesson from Covid-19. JOTSE: Journal of Technology and Science Education, 10(2), 282-295.

Skilling, K., Bobis, J., & Martin, A. J. (2020). The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 1-25.

Smart, J., & Linder, S. M. (2018). Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics. Fields Mathematics Education Journal, 3(1), 1-14.

Soni, A., & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Mathematics Education, 15(2), 331-347.

Wakefield, N., Champion, J., Bolkema, J., & Dailey, D. (2018). Diagnostic Effects of an Early Mastery Activity in College Algebra and Precalculus. International Journal of Research in Undergraduate Mathematics Education, 4(3), 376-392.

Yahaya, A., Voo, P., Maakip, I., & Malek, M. D. A. (2017). Kaedah penyelidikan dalam pendidikan. Tanjong Malim: Pejabat Karang Mengarang UPSI.

Yahya, S. Z. & Amir, R. (2018). Kebimbangan matematik dan pencapaian matematik Tambahan [Mathematics anxiety and additional mathematics performance]. Journal of Nusantara Studies (JONUS), 3(2), 124-133.

Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J. C. (2020). The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic. Journal of Science Education and Technology, 1-14.
Published
2021-03-08
How to Cite
Hui, E. and Rosli, R. (2021) “Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(3), pp. 41 - 53. doi: https://doi.org/10.47405/mjssh.v6i3.690.
Section
Articles