Various research has been carried out worldwide over the years to identify ideal methods that are helpful to pupils when solving mathematical word problems. This study aims to examine the use of the CUBES Maths Strategy, a mnemonic device, to solve word problems and was conducted in a remote setting. An action research approach using a mixed method research was conducted where all data collected were analysed both quantitatively and qualitatively. The participants involved were pupils from a small local government primary school, aged between 8 and 9. Pupils’ test results from the given pre and post-tests were quantitatively analysed using Wilcoxon Signed-Rank Test, which concluded that there was no significant change in the difference in test scores. Newman’s Error Analysis interview was conducted to investigate the source of errors committed by the pupils, which concluded that the most prominent type of error made is the Comprehension error, followed by the Transformation error. From the observations and reflections, it can be deduced that, as the research was done in a remote setting, the use of the CUBES Maths Strategy was not fully utilised. These results could be based on the interactions between teachers and students during remote online learning.
{"title":"Using CUBES strategy in a remote setting for primary mathematics word problems","authors":"Christina Teo Lian Wan, N. Abdullah","doi":"10.29408/jel.v9i1.6864","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6864","url":null,"abstract":"Various research has been carried out worldwide over the years to identify ideal methods that are helpful to pupils when solving mathematical word problems. This study aims to examine the use of the CUBES Maths Strategy, a mnemonic device, to solve word problems and was conducted in a remote setting. An action research approach using a mixed method research was conducted where all data collected were analysed both quantitatively and qualitatively. The participants involved were pupils from a small local government primary school, aged between 8 and 9. Pupils’ test results from the given pre and post-tests were quantitatively analysed using Wilcoxon Signed-Rank Test, which concluded that there was no significant change in the difference in test scores. Newman’s Error Analysis interview was conducted to investigate the source of errors committed by the pupils, which concluded that the most prominent type of error made is the Comprehension error, followed by the Transformation error. From the observations and reflections, it can be deduced that, as the research was done in a remote setting, the use of the CUBES Maths Strategy was not fully utilised. These results could be based on the interactions between teachers and students during remote online learning.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128815167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to produce an e-module based on mathematical literacy with a valid, effective, and feasible problem-based learning approach to improve students' mathematical reasoning in multivariable calculus material. This research used a development method with the stages: analysis, design, development, and evaluation. The research subjects involved fifth-semester students' mathematics education department. Small group trials with 17 students and large group trials with 35 students. The research instruments included validation sheets, student worksheets, questionnaires, and mathematical reasoning ability test questions. Data collection used the results of the validation as validity, test results as effectiveness, and the results of the questionnaire as feasibility. Data analysis was descriptively and qualitatively. The research produced an e-module based on mathematical literacy with a problem-based learning approach that is valid, very effective, and very feasible for improving students' mathematical reasoning abilities in multivariable calculus material. The developed e-module has the potential for significant differences and increases mathematical reasoning abilities. In addition, e-module can be used as an alternative solution to electronic teaching.
{"title":"Developing an electronic module based on mathematical literacy to enhance students' mathematical reasoning","authors":"R. Marsitin, N. R. Sesanti","doi":"10.29408/jel.v9i1.6915","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6915","url":null,"abstract":"This study aims to produce an e-module based on mathematical literacy with a valid, effective, and feasible problem-based learning approach to improve students' mathematical reasoning in multivariable calculus material. This research used a development method with the stages: analysis, design, development, and evaluation. The research subjects involved fifth-semester students' mathematics education department. Small group trials with 17 students and large group trials with 35 students. The research instruments included validation sheets, student worksheets, questionnaires, and mathematical reasoning ability test questions. Data collection used the results of the validation as validity, test results as effectiveness, and the results of the questionnaire as feasibility. Data analysis was descriptively and qualitatively. The research produced an e-module based on mathematical literacy with a problem-based learning approach that is valid, very effective, and very feasible for improving students' mathematical reasoning abilities in multivariable calculus material. The developed e-module has the potential for significant differences and increases mathematical reasoning abilities. In addition, e-module can be used as an alternative solution to electronic teaching.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128465154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The culture was carefully associated with regular lifestyles, such as inside the discipline of education. However, there needs to be awareness among school members of the absorption of the culture around them through learning, especially mathematics. Therefore, this study aims to explore the geometric contents in the form of geometric transformations and the values of local batik Indonesia. This study was a qualitative study with an ethnographic approach. The techniques used in this study are observation, literature review, and interviews with Lampung cultural and batik craftsmen. Observations were made by observing batik activities and Lampung batik motifs and conducting interviews to find the mathematical and philosophical elements contained in them. The data were then completed and checked for correctness based on the results from the literature review. The outcomes of this observation imply that the human beings of Lampung utilize the idea of geometric transformation in making batik motifs, which include the Siger motif, pohon hayat motif, and kapal motif. The idea of geometric transformation used is reflection, dilation, and translation. Thus, this research can be a reference for learning mathematics and exploring other Lampung batiks motifs.
{"title":"The geometric contents and the values of local batik in Indonesia","authors":"N. Noerhasmalina, B. Khasanah","doi":"10.29408/jel.v9i1.6919","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6919","url":null,"abstract":"The culture was carefully associated with regular lifestyles, such as inside the discipline of education. However, there needs to be awareness among school members of the absorption of the culture around them through learning, especially mathematics. Therefore, this study aims to explore the geometric contents in the form of geometric transformations and the values of local batik Indonesia. This study was a qualitative study with an ethnographic approach. The techniques used in this study are observation, literature review, and interviews with Lampung cultural and batik craftsmen. Observations were made by observing batik activities and Lampung batik motifs and conducting interviews to find the mathematical and philosophical elements contained in them. The data were then completed and checked for correctness based on the results from the literature review. The outcomes of this observation imply that the human beings of Lampung utilize the idea of geometric transformation in making batik motifs, which include the Siger motif, pohon hayat motif, and kapal motif. The idea of geometric transformation used is reflection, dilation, and translation. Thus, this research can be a reference for learning mathematics and exploring other Lampung batiks motifs.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114494595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the ideas of high school teachers about task design and practice in teaching mathematics. The authors surveyed twelve high school teachers who teach mathematics in East Java Province. First, the authors conducted preliminary observations to observe the design of mathematics teacher tasks for six months in eight schools. Second, the authors state that teachers are engaging and consistent in designing rich algebra tasks. Third, the authors examine the teacher's ideas through direct observation and unstructured interviews. The results show how teachers' ideas about task design enhance students' creative thinking by reforming tasks from textbooks into rich mathematics tasks. The design of the task carried out by the teacher is to create to stimulate creative thinking. The teachers also use their knowledge and understanding of the material and curriculum to modify mathematics tasks in students' mathematics books. The task given by the teacher is to improve students' reasoning, not just memorize formulas or properties.
{"title":"Exploring high school teacher’s design of rich algebra tasks","authors":"Ajeng Gelora Mastuti, L. Prayitno","doi":"10.29408/jel.v9i1.5851","DOIUrl":"https://doi.org/10.29408/jel.v9i1.5851","url":null,"abstract":"The phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the ideas of high school teachers about task design and practice in teaching mathematics. The authors surveyed twelve high school teachers who teach mathematics in East Java Province. First, the authors conducted preliminary observations to observe the design of mathematics teacher tasks for six months in eight schools. Second, the authors state that teachers are engaging and consistent in designing rich algebra tasks. Third, the authors examine the teacher's ideas through direct observation and unstructured interviews. The results show how teachers' ideas about task design enhance students' creative thinking by reforming tasks from textbooks into rich mathematics tasks. The design of the task carried out by the teacher is to create to stimulate creative thinking. The teachers also use their knowledge and understanding of the material and curriculum to modify mathematics tasks in students' mathematics books. The task given by the teacher is to improve students' reasoning, not just memorize formulas or properties.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126732795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematical literacy and self-efficacy are critical in learning, especially mathematics. In contrast to previous studies, which only describe mathematical literacy and self-efficacy, this study aims to describe the ability of mathematical literacy in terms of mathematical self-efficacy. This research was a survey research qualitative and quantitative approaches. The results of this study indicate that the mathematical literacy abilities of grade VIII students in junior high school in Yogyakarta with sample 436 students are in a low category and the mathematical self-efficacy in the medium category. The higher the students’ mathematical self-efficacy, the higher their mathematical literacy. Students with high mathematical self-efficacy also tend to keep their maximum effort because they have the confidence to solve math literacy questions. Students with medium mathematical self-efficacy tend to doubt their abilities when facing difficult mathematical literacy questions. Students with low mathematical self-efficacy tend not to be confident in solving them because they think they lack mathematical abilities. This research is expected to map the mathematical literacy abilities of junior high school students in Yogyakarta. Besides, it can make material for reflection in world education to improve it.
{"title":"Junior high school students’ mathematical literacy in terms of mathematical self-efficacy","authors":"Fifi Khairun Nisa, Elly Arliani","doi":"10.29408/jel.v9i1.7140","DOIUrl":"https://doi.org/10.29408/jel.v9i1.7140","url":null,"abstract":"Mathematical literacy and self-efficacy are critical in learning, especially mathematics. In contrast to previous studies, which only describe mathematical literacy and self-efficacy, this study aims to describe the ability of mathematical literacy in terms of mathematical self-efficacy. This research was a survey research qualitative and quantitative approaches. The results of this study indicate that the mathematical literacy abilities of grade VIII students in junior high school in Yogyakarta with sample 436 students are in a low category and the mathematical self-efficacy in the medium category. The higher the students’ mathematical self-efficacy, the higher their mathematical literacy. Students with high mathematical self-efficacy also tend to keep their maximum effort because they have the confidence to solve math literacy questions. Students with medium mathematical self-efficacy tend to doubt their abilities when facing difficult mathematical literacy questions. Students with low mathematical self-efficacy tend not to be confident in solving them because they think they lack mathematical abilities. This research is expected to map the mathematical literacy abilities of junior high school students in Yogyakarta. Besides, it can make material for reflection in world education to improve it.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121796865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Muliana, H. Nufus, N. Nuraina, Nur Mahyuni, Asmaul Husna
Using the numeracy module helps students learn mathematics by providing learning content and improving their motivation. However, it was found that only a few researches were conducted to develop a module designed based on local cultures, like Aceh culture. This study aimed to develop a module based on Aceh culture that supported numeracy. The design of this study was based on a research and development procedure in which the developed module has gone through the stages of analysis, design, development, implementation, and evaluation. The Likert scale type of questionnaire was used as it was very effective in analyzing and gathering views from language and media experts and students. The results indicated that the integration of local culture in elementary school students’ modules was evaluated to be valid by teaching module experts in terms of media, materials, and language. In addition, the developed-local culture module was regarded as feasible and effective, identified from students’ views as having average scores of 3.58 or 89.77 %. The feasibility and the effectiveness of the elementary school’s literacy and numeracy module based on local culture were very appropriate to be applied in the classroom.
{"title":"Developing numeracy module based on local culture in Indonesia","authors":"M. Muliana, H. Nufus, N. Nuraina, Nur Mahyuni, Asmaul Husna","doi":"10.29408/jel.v9i1.6883","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6883","url":null,"abstract":"Using the numeracy module helps students learn mathematics by providing learning content and improving their motivation. However, it was found that only a few researches were conducted to develop a module designed based on local cultures, like Aceh culture. This study aimed to develop a module based on Aceh culture that supported numeracy. The design of this study was based on a research and development procedure in which the developed module has gone through the stages of analysis, design, development, implementation, and evaluation. The Likert scale type of questionnaire was used as it was very effective in analyzing and gathering views from language and media experts and students. The results indicated that the integration of local culture in elementary school students’ modules was evaluated to be valid by teaching module experts in terms of media, materials, and language. In addition, the developed-local culture module was regarded as feasible and effective, identified from students’ views as having average scores of 3.58 or 89.77 %. The feasibility and the effectiveness of the elementary school’s literacy and numeracy module based on local culture were very appropriate to be applied in the classroom.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128329131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Low cognitive learning outcomes of students can hinder student learning processes. This obstacle occurs because the learning method has yet to facilitate student learning trajectories resulting in low cognitive mathematics learning outcomes for students. The purpose of this research was to determine the impact of the MathMagic learning method on the mathematics cognitive learning outcomes of the students. The method used in this research was a quasi-experimental research design with a nonequivalent control group design. Data collection was done by test technique of students' cognitive learning outcomes. Data analysis techniques in this study used instrument tests in the form of validity and reliability tests, prerequisite tests in the form of normality tests and homogeneity tests, and hypothesis tests in the form of independent sample t-tests. The results show that the MathMagic learning method influenced students' cognitive learning outcomes in mathematics, especially in adding fractions with different denominators. This MathMagic learning method effectively improves understanding of the basic addition of fractions with unlike denominators.
{"title":"The impact of the MathMagic learning method on students’ mathematics cognitive learning outcomes","authors":"Desy Nursinta Al Kharomah, M. Abduh","doi":"10.29408/jel.v9i1.6838","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6838","url":null,"abstract":"Low cognitive learning outcomes of students can hinder student learning processes. This obstacle occurs because the learning method has yet to facilitate student learning trajectories resulting in low cognitive mathematics learning outcomes for students. The purpose of this research was to determine the impact of the MathMagic learning method on the mathematics cognitive learning outcomes of the students. The method used in this research was a quasi-experimental research design with a nonequivalent control group design. Data collection was done by test technique of students' cognitive learning outcomes. Data analysis techniques in this study used instrument tests in the form of validity and reliability tests, prerequisite tests in the form of normality tests and homogeneity tests, and hypothesis tests in the form of independent sample t-tests. The results show that the MathMagic learning method influenced students' cognitive learning outcomes in mathematics, especially in adding fractions with different denominators. This MathMagic learning method effectively improves understanding of the basic addition of fractions with unlike denominators.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122247678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The introduction of the Merdeka curriculum mandates that teachers emphasize the development of creative thinking abilities and incorporate learning into local contexts. For this reason, this study aims to describe the creative thinking skills of class VII students in answering PISA-like mathematics problems on quantity in the context of Palembang tourism using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. This study used a descriptive study with 28 students from junior high school number 26 in Palembang. Tests, interviews, and observations were used to collect data. The analytical method used is descriptive. The PMRI technique learning is carried out in this study by providing student worksheets. The task of students to discuss each other's problems with different levels of difficulty, followed by two PISA-like mathematics problems in quantity content and the context of Palembang tourism. The results showed that students' average creative thinking skills were at a moderate level, with fluency and elaboration indicators appearing the most. However, only a few students have indicators of originality. Overall, the creative thinking ability of grade VII students in answering PISA-like mathematics problems in the quantity content and Palembang tourism by utilizing the PMRI approach is good because students can imagine questions because they use content and contexts that they have experienced.
{"title":"Students’ creative thinking skills in solving PISA-like mathematics problems related to quantity content","authors":"Shalshabilla Shafa, Z. Zulkardi, R. Putri","doi":"10.29408/jel.v9i1.6975","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6975","url":null,"abstract":"The introduction of the Merdeka curriculum mandates that teachers emphasize the development of creative thinking abilities and incorporate learning into local contexts. For this reason, this study aims to describe the creative thinking skills of class VII students in answering PISA-like mathematics problems on quantity in the context of Palembang tourism using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. This study used a descriptive study with 28 students from junior high school number 26 in Palembang. Tests, interviews, and observations were used to collect data. The analytical method used is descriptive. The PMRI technique learning is carried out in this study by providing student worksheets. The task of students to discuss each other's problems with different levels of difficulty, followed by two PISA-like mathematics problems in quantity content and the context of Palembang tourism. The results showed that students' average creative thinking skills were at a moderate level, with fluency and elaboration indicators appearing the most. However, only a few students have indicators of originality. Overall, the creative thinking ability of grade VII students in answering PISA-like mathematics problems in the quantity content and Palembang tourism by utilizing the PMRI approach is good because students can imagine questions because they use content and contexts that they have experienced.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116463147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Marhami, R. Rohantizani, I. Muhammad, Samsidar Samsidar, Intan Anggraini
Pre-service mathematics teachers must have good numeracy skills because this ability is needed in all aspects of life, home, work, and society. This study aims to identify the numeracy skills of pre-service teachers on the Acehnese culture-based Minimum Competency Assessment (MCA). A descriptive quantitative method was used in this study with 24 numeracy MCA questions based on Acehnese culture as an instrument. The subject was 158 mathematics education students from three Aceh universities in their fourth and sixth semesters. The data were analyzed quantitatively and categorized based on high, medium, and low levels. The results showed that the overall numeracy ability of pre-service mathematics teachers is 50.06% in the medium category. At the level of knowing and applying, they received 69.38% and 46.62%, which were in the medium category. Meanwhile, they only obtained 39.76% in the low category for reasoning level. It indicated the student’s lack of ability in higher-order thinking. These results are expected to be input for educators to arrange learning that develops the numeracy skills of pre-service teachers.
{"title":"Pre-service mathematics teachers' numeracy in Acehnese culture-based minimum competence assessment","authors":"M. Marhami, R. Rohantizani, I. Muhammad, Samsidar Samsidar, Intan Anggraini","doi":"10.29408/jel.v9i1.6765","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6765","url":null,"abstract":"Pre-service mathematics teachers must have good numeracy skills because this ability is needed in all aspects of life, home, work, and society. This study aims to identify the numeracy skills of pre-service teachers on the Acehnese culture-based Minimum Competency Assessment (MCA). A descriptive quantitative method was used in this study with 24 numeracy MCA questions based on Acehnese culture as an instrument. The subject was 158 mathematics education students from three Aceh universities in their fourth and sixth semesters. The data were analyzed quantitatively and categorized based on high, medium, and low levels. The results showed that the overall numeracy ability of pre-service mathematics teachers is 50.06% in the medium category. At the level of knowing and applying, they received 69.38% and 46.62%, which were in the medium category. Meanwhile, they only obtained 39.76% in the low category for reasoning level. It indicated the student’s lack of ability in higher-order thinking. These results are expected to be input for educators to arrange learning that develops the numeracy skills of pre-service teachers.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125071968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several types of research showed math anxiety as the learning outcome, but another showed that as the predictor variable. Math anxiety was predicted based on other variables, such as self-regulated learning and self-concept. Self-regulated learning is associated with academic achievement. This study aimed to obtain valid and significant indicators of each latent variable and to develop the structural model of those latent variables on students’ academic achievement. The research used an interval scale questionnaire to measure all latent variables except academic achievement. The PLS-SEM was applied by SmartPLS software. The structural model showed that math anxiety directly affected academic achievement but indirectly affected self-regulated learning, which is self-concept as the mediating variable. For students with low math anxiety, their self-regulated learning tends to be high by controlling their self-concept in math.
{"title":"The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement","authors":"D. Cahyawati, N. Delima, M. Gunarto","doi":"10.29408/jel.v9i1.6898","DOIUrl":"https://doi.org/10.29408/jel.v9i1.6898","url":null,"abstract":"Several types of research showed math anxiety as the learning outcome, but another showed that as the predictor variable. Math anxiety was predicted based on other variables, such as self-regulated learning and self-concept. Self-regulated learning is associated with academic achievement. This study aimed to obtain valid and significant indicators of each latent variable and to develop the structural model of those latent variables on students’ academic achievement. The research used an interval scale questionnaire to measure all latent variables except academic achievement. The PLS-SEM was applied by SmartPLS software. The structural model showed that math anxiety directly affected academic achievement but indirectly affected self-regulated learning, which is self-concept as the mediating variable. For students with low math anxiety, their self-regulated learning tends to be high by controlling their self-concept in math.","PeriodicalId":109114,"journal":{"name":"Jurnal Elemen","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132093149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：