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All Journal Griya Journal of Mathematics Education and Application PEDAGOGIC: Indonesian Journal of Science Education and Technology
Nasywa Alya Syafitri
Universitas Muhammadiyah Purwokerto
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Faktor Penyebab dan Strategi Mengatasi Kecemasan Matematika dalam Pembelajaran: Systematic Literature Review Nasywa Alya Syafitri; Anggun Badu Kusuma
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5778

Abstract

Mathematics anxiety is an uncomfortable feeling such as worry, fear, and tension when students face a mathematics test. This study aims to identify the factors that cause mathematics anxiety and effective strategies to overcome it in mathematics learning. The method used is a Systematic Literature Review (SLR) with the PRISMA approach, which includes the stages of identification, screening, eligibility, and inclusion. Data were obtained from 75 articles sourced from Google Scholar, then selected based on inclusion and exclusion criteria until 40 suitable articles were obtained. Data analysis was carried out qualitatively through content analysis techniques by grouping the findings into categories of causal factors and strategies for overcoming mathematics anxiety. The results of the study indicate that mathematics anxiety is influenced by internal factors, such as self-confidence, cognitive abilities, and emotional conditions, as well as external factors, such as teaching methods, the learning environment, and learning pressure. Mathematics anxiety has been shown to negatively impact the process and outcomes of student learning. Therefore, appropriate strategies are needed to overcome it, including through the implementation of varied and enjoyable learning, the use of visual thinking strategies, student-centered learning, the implementation of active learning in the classroom, the creation of a comfortable learning atmosphere, and support through training programs and parental guidance. However, this research was based solely on a literature review without involving direct field data. Therefore, it is recommended that further research be conducted directly in the field to obtain more accurate results on students' math anxiety
Implementasi Penilaian Portofolio dan Unjuk Kerja dalam Mengukur Kemampuan Berpikir Kritis Matematis Siswa SMP Negeri 4 Banyumas Uswatun Khasanah; Nasywa Alya Syafitri; Arif Wisnuadi Erhatmono; Ignasia Imannurzaky Ozora; Kusno
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1195

Abstract

Critical thinking skills in mathematics are among the essential competencies that need to be developed in junior high school mathematics education. However, assessment practices in mathematics learning still tend to emphasize final outcomes through written examinations, resulting in limited evaluation of students' thinking processes. This study aims to describe the implementation of portfolio assessment and performance assessment in evaluating students' mathematical critical thinking skills at SMP Negeri 4 Banyumas. The study employed a qualitative approach using a descriptive research method. Data were collected through interviews with mathematics teachers and documentation of students' work. Data analysis was conducted descriptively through the stages of data reduction, data display, and conclusion drawing. The findings revealed that performance assessment was implemented through group presentations, classroom problem-solving activities, and final quizzes, while portfolio assessment was conducted through individual assignments and students' work collected throughout the learning process. Both assessment types provided more comprehensive insights into students' mathematical critical thinking skills compared to traditional assessment methods. The study indicates that authentic assessment can support teachers in evaluating students' thinking processes, engagement, and mathematical communication skills more thoroughly.
Co-Authors Arif Wisnuadi Erhatmono Ignasia Imannurzaky Ozora Kusno Kusno Kusuma, Anggun Badu Uswatun Khasanah