THE ROLE OF TEACHER-STUDENT RELATIONSHIP TOWARDS ANXIETY LEVEL AMONG HIGH SCHOOL STUDENTS GRADE XII IN MATHEMATICS LESSONS
Main Article Content
Abstract
The essential role in learning mathematics is to develop problem solving abilities among students. However, the PISA 2018 results revealed that Indonesia got unsatisfactory rank in mathematics subject. This study aims to empirically evaluate the role of Teacher-Student Relations on Anxiety in Mathematics. This analysis used the independent variable, namely Teacher-Student Relations, while the dependent variable is Anxiety in Mathematics. Data was collected by using questionnaire distributed via google form link in one of the high schools in Tangerang Regency. Participants were science students in grade 12 with a total number of 109 participants. The student–teacher relationship measure (STRM) was used to measure Teacher-Student Relations, and the Mathematics Anxiety Rating Scale was used to measure Anxiety in Mathematics (Suinn, Taylor, & Edwards, 1988). Then the data was calculated by statistical method, namely Linear Regression Analysis, with hypothesis testing of the F statistic test. The results of this study indicate that there was an influence of the Teacher-Student Relationship variable on the Anxiety in Mathematics Variable with a contribution of 9.8%.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Aldhafri, S., Alhadabi, A., The Psychometric Properties of the Student–Teacher Relationship Measure for Omani Grade 7–11 Students. Front. Psychol, 2019, 10:2283. doi: 10.3389/fpsyg.2019.02283
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J., An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 2011, 333(6045), 1034–1037. https://doi.org/10 .1126/science.1207998
Anita, I. W., Pengaruh Kecemasan Matematika (Mathematics Anxiety) terhadap Kemampuan Koneksi Matematis Siswa SMP. Infinity Journal, 2014, 3(1), 125-132.
Ashcraft, M. H, Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science Volume 11, Number 5, october 2002, 181-185.
Baloğlu, M., & Balgalmiş, E., The adaptation of the mathematics anxiety rating scale-elementary form into Turkish, language validity, and preliminary psychometric investigation. Educational Sciences, 2010, Theory & Practice, 10, 101–110.
Bowlby J. Attachment and Loss: Retrospect and Prospect. Am J Orthopsychiatry. 1982;52(4):664-678. doi:10.1111/j.1939-0025.1982.tb01456.x
Bowlby, J., Attachment and loss, (OKS Print.) New York: Basic Books, 1969.
Cooke, A., Cavanagh, R., Hurst, C., & Sparrow, L., Situational Effects of Mathematics Anxiety in Pre-Service Teacher Education, in 2011 AARE International Research in Education Conference, Hobart.
Da Zhou, Xiaofeng Du, Kit-Tai Hau, Haifeng Luo, Pingting Feng & Jian Liu, Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety, Educational Psychology, 2019, DOI: 10.1080/01443410.2019.1696947
Dzulfikar, A., Studi Literatur: Pembelajaran Kooperatif Dalam Mengatasi Kecemasan Matematika Dan Mengembangkan Self Efficacy Matematis Siswa. Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY, 9 November 2013, (pp. 45-54). Yogyakart.
Lestari, H., Fitriza, R., Halen, A., Pengaruh Kecemasan Matematika (Mathematics Anxiety) Terhadap Kemampuan Pemecahan Masalah Peserta Didik Kelas VII MTs. Math Educa Journal 4(1) (2020): 103-113
Liebert, R. M., & Morris, L. W., Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 1967, 20, 975–978. http:// dx.doi.org/10.2466/pr0.1967.20.3.975.
Pendidikan Indonesia Belajar Dari Hasil PISA 2018. (2019). PUSAT PENILAIAN PENDIDIKAN BALITBANG KEMENDIKBUD.
Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., & Abry, T., To What Extent Do Teacher–Student Interaction Quality and Student Gender Contributeto Fifth Graders’ Engagement in Mathematics Learning? Journal of Educational Psychology.Advance online publication, July 2014, http://dx.doi.org/10.1037/a0037252
Siaran Pers Nomor: 397/Sipres/A5.3/XII/2019 (Jakarta, 3 Desember 2019, Biro Komunikasi dan Layanan Masyarakat, Kementerian Pendidikan dan Kebudayaan)
Suinn, R. M., Taylor, S., & Edwards, R. W., Suinn Mathematics Anxiety Rating Scale for elementary school students (MARS-E): Psychometric and normative data. Educational and Psychological Measurement, 1988, 48, 979–985. http://dx.doi.org/10.1177/ 0013164488484013.