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All Journal Desimal: Jurnal Matematika Unnes Journal of Mathematics Education
Dwijayanti, Agil
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Education Mathematics Social Sciences

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KOMPARASI KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA ANTARA MODEL PBI DAN CORE MATERI LINGKARAN Dwijayanti, Agil
Unnes Journal of Mathematics Education Vol 3 No 3 (2014): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v3i3.4484

Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah: (1) kemampuan pemecahan masalah matematika siswa dengan model PBI mencapai ketuntasan belajar; (2) kemampuan pemecahan masalah matematika siswa dengan model CORE mencapai ketuntasan belajar; (3) dan kemampuan pemecahan masalah matematika siswa dengan model PBI lebih baik daripada kemampuan pemecahan masalah matematika siswa dengan model CORE. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 8 Semarang tahun ajaran 2013/2014. Dengan teknik cluster random sampling terpilih dua kelas sampel yaitu kelas VIII B sebagai kelas eksperimen I dan VIII E sebagai kelas eksperimen II. Metode pengumpulan data menggunakan metode dokumentasi, tes dan observasi. Teknik analisis data menggunakan uji proporsi pihak kanan dan uji kesamaan rata-rata. Hasil penelitian menunjukkan bahwa hasil tes kemampuan pemecahan masalah matematika siswa pada kedua kelas eksperimen mencapai ketuntasan belajar dan kemampuan pemecahan masalah matematika siswa dengan model PBI lebih baik daripada dengan model CORE. Berdasarkan hasil penelitian tersebut. Disimpulkan bahwa kemampuan pemecahan masalah matematika dengan model PBI dan CORE mencapai ketuntasan belajar dan kemampuan pemecahan masalah matematika dengan model PBI lebih baik daripada dengan model CORE.
Mathematics Anxiety as a Learning Problem in Junior High School: A Systematic Review from Psychological and Pedagogical Perspectives Dwijayanti, Agil; Suhardi; Kusno
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31676

Abstract

Mathematics anxiety remains a critical learning problem in junior high school because it affects students’ emotional readiness, cognitive processing, classroom participation, and mathematical achievement. This systematic literature review aims to synthesize recent evidence on mathematics anxiety as an integrated psychological and pedagogical issue in mathematics learning. Guided by PRISMA 2020, this study reviewed 18 publications selected from Scopus, ScienceDirect, and Google Scholar. The selected studies were analyzed through thematic synthesis using a structured extraction matrix and quality appraisal procedure. The findings reveal that mathematics anxiety is closely related to low self-efficacy, fragile motivation, weak self-regulated learning, limited emotional regulation, working memory interference, and negative prior learning experiences. These factors create a reinforcing cycle in which fear of failure reduces participation, weakens persistence, and limits students’ opportunities to develop mathematical understanding. The review also shows that pedagogical conditions, including rigid instruction, limited scaffolding, unsupportive feedback, assessment pressure, weak peer interaction, and unsafe classroom climates, may intensify anxiety. Conversely, formative assessment, differentiated instruction, peer support, gradual scaffolding, and psychologically safe communication can reduce anxiety and strengthen engagement. This study contributes by reframing mathematics anxiety as a systemic psychological-pedagogical learning barrier rather than an individual emotional weakness. The findings imply that mathematics instruction, particularly within the Merdeka Curriculum context, should integrate cognitive support, emotional safety, responsive feedback, and structured autonomy to help students learn mathematics with confidence and resilience more effectively and sustainably.
Co-Authors Kusno Suhardi