Journal of Math Tadris

SYSTEMATIC LITERATURE REVIEW: FAKTOR INTERNAL DAN EKSTERNAL PENYEBAB MATH ANXIETY PADA SISWA

2026-07-05T15:00:57+08:00

Mathematics anxiety is a phenomenon that disrupts cognitive processes and impairs student achievement. This study employed a Systematic Literature Review (SLR) of 15 international journal articles (2021–2026) to identify its contributing factors across various educational levels. The results indicate that internal factors include low self-efficacy, low learning motivation, limited working memory, and poor self-regulation and emotional regulation, while external factors include a lack of teacher support, traditional teaching methods, an unsupportive classroom climate, and parental Math Anxiety. This study identified four main interaction patterns: (1) mediation, (2) negative reciprocal cycles, (3) internalization, and (4) moderation by protective factors. The findings confirm that Math Anxiety results from a dynamic interaction between internal factors and the learning environment; therefore, interventions must simultaneously strengthen students’ internal capacities and improve the quality of interactions both in the classroom and at home.

Hubungan Math Anxiety dan Motivasi Belajar dengan Kemampuan Pemecahan Masalah Matematis Siswa SMP

2026-06-24T11:46:55+08:00

Kemampuan pemecahan masalah matematis merupakan kompetensi penting yang perlu dikembangkan pada siswa sekolah menengah. Kemampuan ini diduga dipengaruhi oleh faktor psikologis, seperti kecemasan matematika dan motivasi belajar. Penelitian kuantitatif dengan desain korelasional ini bertujuan untuk mengetahui hubungan kecemasan matematika dan motivasi belajar terhadap kemampuan pemecahan masalah matematis siswa. Subjek penelitian adalah 32 siswa kelas VII salah satu SMP di Kabupaten Bantul yang dipilih menggunakan teknik sampling jenuh. Data dikumpulkan melalui angket kecemasan matematika, angket motivasi belajar, dan tes kemampuan pemecahan masalah matematis berdasarkan tahapan Polya. Analisis data dilakukan menggunakan regresi linier berganda dengan bantuan IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa kecemasan matematika dan motivasi belajar hanya menjelaskan 2,4% variasi kemampuan pemecahan masalah matematis (R² = 0,024). Uji simultan menunjukkan nilai Sig. 0,707 > 0,05, sedangkan uji parsial menunjukkan nilai Sig. 0,820 > 0,05 untuk kecemasan matematika dan Sig. 0,522 > 0,05 untuk motivasi belajar. Dengan demikian, tidak terdapat hubungan yang signifikan antara kecemasan matematika dan motivasi belajar terhadap kemampuan pemecahan masalah matematis siswa, baik secara parsial maupun simultan.

Hubungan Math Anxiety dan Motivasi Belajar dengan Kemampuan Pemecahan Masalah Matematis Siswa SMP

2026-06-21T16:55:33+08:00

Penelitian kuantitatif korelasional ini bertujuan untuk menyelidiki hubungan math anxiety dan motivasi belajar dengan kemampuan pemecahan masalah matematis siswa SMP, baik secara parsial maupun simultan. Subjek penelitian terdiri dari 32 siswa kelas VII di Kabupaten Bantul yang dipilih melalui teknik sampling jenuh. Data dikumpulkan menggunakan angket math anxiety, angket motivasi belajar, dan tes kemampuan pemecahan masalah berbasis tahapan Polya. Analisis data menggunakan regresi linear berganda berbasis IBM SPSS Statistics. Hasil penelitian menunjukkan nilai koefisien determinasi (R Square) sebesar 0,024, yang berarti kedua variabel bebas hanya berkontribusi sebesar 2,4% terhadap kemampuan pemecahan masalah. Hasil uji simultan menunjukkan tidak ada hubungan signifikan secara bersama-sama (Sig. F = 0,707 > 0,05). Secara parsial, tidak terdapat hubungan signifikan antara math anxiety (Sig. t = 0,820 > 0,05) maupun motivasi belajar (Sig. t = 0,522 > 0,05) dengan kemampuan pemecahan masalah matematis. Disimpulkan bahwa math anxiety dan motivasi belajar tidak berhubungan signifikan dengan kemampuan pemecahan masalah matematis siswa pada sampel ini.

PEMBERDAYAAN KOMUNITAS PENJAHIT WANITA MELALUI OPTIMALISASI PEMANFAATAN KAIN SISA MENJADI PRODUK BERNILAI EKONOMI

2026-04-03T08:10:36+08:00

This Community Service activity aims to provide training and assistance in empowering the women's sewing community through the optimal utilization of fabric scraps to create products of economic value in Adeng Hamlet. The method used in this community service activity is the Asset-Based Community Development (ABCD) method. The ABCD method prioritizes the utilization of the potential of a group of people or community around the area. The Asset-Based Community Development (ABCD) method has five key steps, including: Discovery, Dream, Design, Define, and Destiny. The achievement of the community service activity can be said to be very good. In addition to receiving a positive response from the community, the participants were also able to produce products from parca fabric with a higher economic value than before. The enthusiasm of the community was also evident from the 100% attendance of the participants who were punctual in attending this activity from the beginning to the end. This assistance activity was then reported and compiled as a form of accountability by the lecturers as facilitators of the activity, which is a manifestation of the Tri Dharma Perguruan Tinggi (Three Pillars of Higher Education) in the field of Community Service.

The Effectiveness of STEM-Based Project-Based Learning in Improving Students’ Relational Mathematical Understanding

2026-01-18T16:58:50+08:00

This study examined the effectiveness of STEM-based learning integrated with the Project-Based Learning (PjBL) approach in enhancing eighth-grade students’ relational mathematical understanding at SMP Negeri 1 Batukliang during the 2025/2026 academic year. A quantitative approach with a quasi-experimental method employing a pretest–posttest control group design was used. The population comprised all eighth-grade students of SMP Negeri 1 Batukliang (206 students). Using purposive sampling, two classes were selected: Class VIII3 as the control group and Class VIII4 as the experimental group, involving a total of 56 students. Data were collected through an essay-type test measuring relational mathematical understanding, administered at the pretest and posttest stages. Data analysis employed descriptive and inferential statistics using SPSS version 27, including normality and homogeneity tests, N-Gain analysis, and an Independent Samples t-test. The results showed that the average N-Gain score of the experimental class was 0.4906 (moderate category), which was higher than that of the control class at 0.2889 (low category). Furthermore, the t-test revealed a significance value of 0.000 (< 0.05). These findings indicate that STEM-based learning integrated with the PjBL approach is effective in improving students’ relational mathematical understanding.