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All Journal MaPan : Jurnal Matematika dan Pembelajaran Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Journal of Science and Education (JSE) Griya Journal of Mathematics Education and Application Evolusi: Journal of Mathematics and Natural Sciences Rengganis Jurnal Pengabdian Masyarakat JES-MAT (Jurnal Edukasi dan Sains Matematika) Jurnal Pijar MIPA Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Jurnal Didaktik Matematika
Dwi Novitasari
Mathematics Education Department, Faculty Of Teacher Training And Education, Universitas Mataram. Jl. Majapahit No. 62, Mataram, West Nusa Tenggara, 83115
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Kecemasan Matematika dan Prokrastinasi Akademik Terhadap Hasil Belajar Siswa Inas Nada Nailussulha; Nurul Hikmah; Dwi Novitasari
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.10808

Abstract

This study aims to determine the effect of mathematics anxiety and academic procrastination on the learning outcomes of eighth-grade students at a public junior high school in West Lombok regarding exponents during the 2025/2026 academic year. This research employed a quantitative approach using the ex-post facto method. The sample consisted of 55 students selected through a simple random sampling technique. The research instruments included a mathematics anxiety questionnaire, an academic procrastination questionnaire, and a mathematics achievement test. Data were analyzed using simple and multiple linear regression with the assistance of SPSS. The results showed that mathematics anxiety had a negative and significant effect on students’ learning outcomes, with a significance value of 0.006 < 0.05 and a regression coefficient of –1.008. Academic procrastination also had a negative and significant effect, with a significance value of 0.046 < 0.05 and a regression coefficient of –1.314. Simultaneously, both variables significantly affected learning outcomes, as indicated by an F-value of 16.239 and a significance value of 0.000 < 0.05. The coefficient of determination (R2) was 0.384, indicating that 38.4% of the variation in learning outcomes was explained by mathematics anxiety and academic procrastination, while the remaining 61.6% was influenced by other factors beyond this study. These findings emphasize the important role of affective and behavioral factors in supporting students’ mathematics achievement.
A Profile of Technological Pedagogical and Content Knowledge Components of Prospective Mathematics Teachers in Microteaching Practice Sudi Prayitno; Sri Subarinah; Laila Hayati; Dwi Novitasari; Ketut Ary Sunjaya
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11268

Abstract

This study aims to describe the profile of Technological Pedagogical and Content Knowledge (TPACK) components of prospective mathematics teachers in microteaching practice. A descriptive quantitative approach was employed using a survey method. Data were collected through a TPACK questionnaire measured on a five-point Likert scale. The participants consisted of 71 Mathematics Education students enrolled in a microteaching course at the Faculty of Teacher Training and Education, Universitas Mataram. The data were analyzed descriptively to determine the level of TPACK mastery. The results show that the average score across the seven TPACK components reached 81.44%, which falls into the high category, indicating that prospective mathematics teachers generally demonstrate a strong foundation in technology, pedagogy, and content knowledge. Among the components, Technological Pedagogical Knowledge (TPK) obtained the highest mean score, while Content Knowledge (CK) showed a relatively lower score. These findings suggest that although prospective mathematics teachers perform well in individual and paired TPACK components, the holistic integration of technological, pedagogical, and content knowledge in microteaching contexts still requires further strengthening through more authentic and sustained teaching experiences.
Co-Authors Aprilia Dwi Handayani Arjudin Arjudin Arjudin Baidowi Baidowi Baiq Aminatuzzuhro Baiq Dewi Mustika Wati Deni Hamdani Dewi Silviana Eka Kurniawan Febian Asri Ihlas Sukmawan Ilham Syata Inas Nada Nailussulha Junaidi Junaidi Ketut Ary Sunjaya Ketut Sarjana Laila Hayati Mahmud, Randy Saputra Muhammad Turmuzi Nani Kurniati Ni Made Intan Kertiyani Nilza Humaira Salsabila Nunung Indaswari Nyoman Sridana Ratih Ayu Apsari Salsabila, Nilza Humaira Samijo, Samijo Sartika Arifin Sitti Rahmah Tahir Sri Subarinah Sripatmi Sripatmi Sripatmi St. Nur Humairah Halim Sudi Prayitno Suwanda Syahrul Azmi Tabita Wahyu Triutami Trisnowali MS, Andi Ulfa Lu’luilmaknun Vivi Rachmatul Hidayati Wulandari, Nourma Pramestie Yomi Ramdhani Yulis Tyaningsih, Ratna