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Eurasia Journal of Mathematics, Science & Technology Education, 2009, 5 (4), 335-345 Eurasia Jurnal Matematika, Sains & Teknologi Pendidikan 2009,, 5 (4), 335-345

Copyright 2009 by EURASIA Hak Cipta 2009 oleh Eurasia

ISSN: 1305-8223 ISSN: 1305-8223

Pre-Service Teachers' Teaching Layanan Pra-Guru Pengajaran

Anxiety about Mathematics and Kecemasan tentang Matematika dan

Their Learning Styles Gaya Belajar mereka

Murat Peker Murat Peker

Afyon Kocatepe Universitesi, Afyonkarahisar Afyon Kocatepe Universitesi, Afyonkarahisar

, ,

TURKIYE Trkiye

Received 17 May 2008; accepted 12 February 2009 Diterima 17 Mei 2008; diterima 12 Februari 2009

The purpose of this study was to investigate the differences in the teaching anxiety of pre- Tujuan penelitian ini adalah untuk mengetahui perbedaan kecemasan pra-mengajar

service teachers in mathematics according to their learning style preferences. layanan guru dalam matematika sesuai dengan gaya belajar preferensi mereka. There were a Ada

total of 506 pre-service teachers involved in this study. total guru pra-layanan 506 yang terlibat dalam penelitian ini. Of the total, 205 were pre-service Dari jumlah itu, 205 adalah pre-service

elementary school teachers, 173 were pre-service elementary mathematics teachers, and guru sekolah dasar, 173 adalah pra-pelayanan dasar guru matematika, dan

128 were pre-service secondary mathematics teachers. 128 adalah pra-layanan sekunder guru matematika. In the collection of the data, the Dalam pengumpulan data,

researcher employed two types of instruments: the Learning Style Inventory (LSI) and the peneliti menggunakan dua jenis instrumen: Pembelajaran Style Inventory (LSI) dan

Mathematics Teaching Anxiety Scale (MATAS). Pengajaran Matematika Skala Kecemasan (Matas). The LSI determined the participants' The LSI menentukan 'peserta

learning style preference: divergent, assimilator, convergent, and accommodator. preferensi gaya belajar: divergen, assimilator, konvergen, dan accommodator. The The

MATAS found the participants' mathematics teaching anxiety level. Matas ditemukan peserta pengajaran matematika tingkat kecemasan. The researcher used Para peneliti menggunakan

the one-way ANOVA with = 0.05 in the analysis of the data. satu-way ANOVA dengan = 0,05 dalam analisis data. The study revealed that Hasil penelitian menunjukkan bahwa

there were statistically significant differences in mathematics teaching anxiety between statistik ada perbedaan yang signifikan dalam matematika mengajar kecemasan antara

convergent and the other three types of learners: divergent, accommodator, and konvergen dan tiga lainnya jenis pelajar: berbeda, accommodator, dan

assimilator. assimilator. The difference was in favour of convergent learners. Perbedaannya adalah mendukung pelajar konvergen. In other words, Dengan kata lain,

convergent learners had less mathematics teaching anxiety than the other types of learners. belajar matematika kurang konvergen telah mengajar kecemasan dari jenis lain peserta didik.

The study also found that divergent learners showed the highest level of mathematics Studi ini juga menemukan bahwa peserta didik berbeda menunjukkan tingkat tertinggi matematika

teaching anxiety. mengajar kecemasan.

Key words : Teaching anxiety, mathematics education, pre-service teacher, learning styles. Kata kunci: kecemasan Pengajaran, pendidikan matematika, pre-service guru, gaya belajar.

INTRODUCTION PENDAHULUAN

Research has demonstrated that many students have Penelitian telah menunjukkan bahwa banyak siswa

learning difficulties and show poor performance in kesulitan belajar dan menunjukkan kinerja yang buruk di

mathematics (Halat, 2006/2007). matematika (Halat, 2006/2007). There are many Ada banyak

variables, such as mathematics anxiety (Balolu, variabel, seperti kecemasan matematika (Balolu,

1999/2001), learning styles (Sloan, Daane, & Giesen, 1999/2001), gaya belajar (Sloan, Daane, & Giesen,

2002; Peker, 2005), instruction (Vinson, 2001; Iossi, 2002; Peker, 2005), instruksi (Vinson, 2001; Iossi,

2007), lack of self-confidence (Uusimaki & Nason, 2007), kurangnya rasa percaya diri (Uusimaki & Nason,

2004; Brady & Bowd, 2005), teacher beliefs, 2004; Brady & Bowd, 2005), keyakinan guru,

environment (Uusimaki & Nason, 2004), lack of lingkungan (Uusimaki & Nason, 2004), kurangnya

parental support (Engelhard, 1990; Uusimaki & Nason dukungan orang tua (Engelhard, 1990; Uusimaki & Nason

2004), and gender (Altermatt & Kim, 2004), that 2004), dan jenis kelamin (Altermatt & Kim, 2004), yang

appeared to affect students' mathematics learning muncul untuk mempengaruhi 'matematika belajar siswa

abilities. kemampuan. It seems that mathematics anxiety is an Tampaknya kecemasan bahwa matematika merupakan

important factor that affects student achievement and faktor penting yang mempengaruhi prestasi siswa dan

attitude towards mathematics (Hembree, 1990). sikap terhadap matematika (Hembree, 1990). Balolu Balolu

(1999/2001) stated that mathematics anxiety is the most (1999/2001) menyatakan bahwa matematika kecemasan yang paling

crucial problem in learning and teaching mathematics. masalah penting dalam belajar dan mengajar matematika.

Therefore, many research studies have been conducted Oleh karena itu, studi penelitian telah banyak dilakukan

on this issue in the last two decades (Wigfield & Meece, mengenai masalah ini dalam dua dekade terakhir (Wigfield & Meece,

1988; Aksu & Saygi, 1988; Beasley, Long & Natali, 2001; 1988; Aksu & Saygi, 1988; Beasley, Long & Natali, 2001;

Balolu, 2001/2005). Balolu, 2001/2005). According to Engelhard (1990), Menurut Engelhard (1990),

these studies will apparently go on unless the students studi ini tampaknya akan terus kecuali siswa

get rid of their anxiety. menyingkirkan kecemasan mereka.

Mathematics Matematika

Anxiety Kegelisahan

and dan

Mathematics Matematika

Teaching Anxiety Pengajaran Kecemasan

Today, mathematics anxiety is an important and Hari ini, matematika kecemasan adalah penting dan

common phenomenon in students from elementary fenomena umum di siswa SD

through university levels. melalui tingkat universitas. In order to understand Untuk memahami

mathematics anxiety, one should initially learn the kecemasan matematika, satu awalnya harus mempelajari

complexity of this concept (Uusimaki & Nason, 2004). kompleksitas dari konsep (Uusimaki & Nason, 2004).

Richardson and Suinn defined mathematics anxiety as Richardson dan Suinn didefinisikan kecemasan matematika sebagai

Correspondence to: Murat Peker, PhD in Mathematics Korespondensi ke: Murat Peker, PhD dalam Matematika

Education, Afyon Kocatepe Universitesi, Egitim Fakultesi, Pendidikan, Afyon Kocatepe Universitesi, Fakultesi Egitim,

03100,Afyonkarahisar, TURKEY 03100, Afyonkarahisar, TURKEY

E -mail: peker@aku.edu.tr E-mail: peker@aku.edu.tr

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M. Peker M. Peker

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2009 EURASIA, Eurasia J. Math. 2009 Eurasia, Eurasia J. Math. Sci. Sci. & Tech. & Tech. Ed. , 5 (4), 335-345 Ed., 5 (4), 335-345

feelings of tension and anxiety that interfere with the "Perasaan ketegangan dan kecemasan yang mengganggu

manipulation of numbers and the solving of manipulasi angka dan penyelesaian

mathematical problems in a wide variety of ordinary life matematika masalah dalam berbagai kehidupan sehari-

and academic situations (cited in Newstead, 1998, dan akademis situasi "(dikutip dalam Newstead, 1998,

p.54). p.54). According to Trujillo and Hadfield (1999), the Menurut Trujillo dan Hadfield (1999), yang

causes of mathematics anxiety can be classified in three penyebab kecemasan matematika dapat digolongkan dalam tiga

categories: personality factors, environmental factors, kategori: kepribadian faktor, faktor lingkungan,

and intellectual factors. dan faktor intelektual. The personality factors include Faktor kepribadian meliputi

reluctance to ask questions due to shyness, low self- keengganan untuk mengajukan pertanyaan karena rasa malu, rendah diri

esteem, and, for females, viewing mathematics as a male harga diri, dan, untuk wanita, melihat matematika sebagai laki-laki

domain. domain. Environmental factors include negative Faktor lingkungan meliputi negatif

experiences in the classroom, parental demands, pengalaman di kelas, orangtua tuntutan,

insensitive teachers, and use of the traditional teaching guru tidak peka, dan penggunaan pengajaran tradisional

method, where mathematics is taught and thought of as metode, dimana matematika diajarkan dan dianggap sebagai

the memorization of formulas, and the long and yang menghafalkan rumus, dan panjang dan

monotonous computation and manipulation of monoton perhitungan dan manipulasi

numbers (Idris, 2006). nomor (Idris, 2006). Intellectual factors include being faktor Intelektual termasuk menjadi

taught with mismatched learning styles, student attitude mengajar dengan gaya belajar cocok, sikap mahasiswa

and lack of persistence, lack of confidence in dan kurangnya ketekunan, kurangnya kepercayaan pada

mathematical ability, and the lack of perceived kemampuan matematika, dan kur