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All Journal Numeracy : Jurnal Ilmiah Pendidikan Matematika Catimore: Jurnal Pengabdian Kepada Masyarakat International Journal of Educational Narratives
Khairatul Ulya
Institut Agama Islam Negeri Langsa
Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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STUDENTS’ ANXIETY TOWARDS MATHEMATICS Khairatul Ulya; Nurlaila Fazraini; Dahliana Lubis
Jurnal Numeracy Vol 6 No 1 (2019)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (299.417 KB) | DOI: 10.46244/numeracy.v6i1.426

Abstract

This article is a liteature review focuses on students’ mathematical anxiety and its influence on students’ daily lives includin fear, anxiety, panic, lack of confidence, uncomfortable situation. Review analysis result showed that there are some physiological components that disturbing students’ anxiety and there are eight solutions to decrease mathematical anxiety, namely providing rational understanding, instilling a sense of self-confidence, eliminating negative assumptions about mathematics, learning is conducted by various methods, prioritizing concepts, making learning fun, inserting mathematics in everyday conversation, and instilling a sense of responsibility in students. Furthermore, mathematical anxiety can be influenced by many factors, one of which is fear of mathematics. As a result, this will certainly disrupt the teaching and learning process and the concentration of students that have an impact on student learning outcomes. Abstrak Artikel ini merupakan review literatur tentang kecemasan matematika pada siswa serta pengaruhnya terhadap kehidupan yang meliputi beberapa gejala, yaitu rasa takut, gelisah, panik, kurang percaya diri, tidak merasa nyaman. Hasil analisis review literature menunjukka bahwa terdapat beberapa komponen penyebab terganggu fisiologis siswa yang mengalami kecemasan serta delapan solusi untuk mengatasi kecemasan matematika yaitu memberikan pemahaman secara rasional, menanamkan rasa kepercayaan diri, menghilangkan anggapan negatif terhadap matematika, pembelajaran dilakukan dengan berbagai macam metode, mengutamakan konsep, jadikan pembelajaran menyenangkan, menyisipkan matematika pada pembicaraan sehari-hari, dan menanamkan rasa tanggung jawab pada siswa siswa itu sendiri. Lebih lanjut kecemasan kecemasan matematika dipengaruhi oleh banyak faktor, salah satunya yaitu ketakutan terhadap pelajaran matematika. Akibatnya, hal tersebut tentu akan mengganggu proses belajar mengajar serta konsentrasi siswa yang berdampak pada hasil belajar siswa. Kata kunci: Kecemasan Siswa, Matematika, Hasil Belajar
Evaluasi Program Pendampingan Belajar di Luar Jam Sekolah untuk Meningkatkan Literasi dan Numerasi Siswa Khairatul Ulya; T. Muhammad Ikhlas; Alfy Muarif; Miftahul Jannah; Triyana; Delvia Yuka Ananda
Catimore: Jurnal Pengabdian Kepada Masyarakat Vol 3 No 1 (2024): Catimore: Jurnal Pengabdian kepada Masyarakat
Publisher : LSM Catimore dan Sahabat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/cpkm.v3i1.168

Abstract

Guided Learning Outside School days is an initiative program conducted to enhance grade VII students’ literacy and numeracy. This activity is conducted by a group of students guided by a lecturer of IAIN Langsa, Aceh, Indonesia as part of students’ community services program. The program aims to enhance students’ literacy and numeracy including Tahsin Al-Qur’an, Mathematics, Arabic and English subject. The activity consists of 10 students from grade VII for each subject. Data analysis show that the students’ literacy and numeracy rose about 20% of average score. Moreover, team of students’ community services could cooperate with team from school community both teachers and students as a support factor to achieve program goals. By analyzing and evaluating program, it showed that the program was categorized as a succeed program and give a high contribution for school communities to enhance students’ literacy and numeracy
The Effect of Educational Institution Differences on the Metacognitive Awareness of Mathematics Education University Students in Indonesia Zainal Abidin; Aiyub Aiyub; Khairatul Ulya
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.4299

Abstract

Background. Metacognitive awareness concerns how students plan, monitor, and evaluate their thinking during mathematical problem solving. Evidence from Indonesian higher education remains limited, particularly across the two public university systems represented by State Islamic Religious Higher Education Institutions (PTKIN) and State Public Higher Education Institutions (PTUN). Purpose. This study compared the metacognitive awareness of mathematics education students enrolled in PTKIN and PTUN institutions and used lecturer interviews to examine curricular and instructional explanations for the observed pattern. The longer-term aim is to inform curriculum review and metacognitive support across both systems. Method. An explanatory sequential mixed-methods design was used. The quantitative phase involved 746 final-semester mathematics education students from 18 Indonesian institutions (402 from PTKIN and 344 from PTUN) who completed the 52-item Metacognitive Awareness Inventory (MAI). Group means were compared with an independent-samples t-test after assumption checks. Follow-up semi-structured interviews with lecturers and program leaders were organized around curriculum and learning-process themes. Results. The PTKIN and PTUN groups had similar mean scores (5.2434 and 5.2552, respectively), and the independent-samples t-test showed no statistically significant difference, t(744) = -0.061, p = .951. Interview participants described substantial overlap in core mathematics and pedagogy courses and in practices used to support problem solving. Institutional affiliation was the only quantitative grouping variable tested; student-level predictors were not ranked. Conclusion. Administrative affiliation alone did not distinguish students' metacognitive awareness in this sample. Programs in both systems should assess and teach metacognitive processes explicitly instead of treating institutional type as a proxy for students' learning needs.
Co-Authors Aiyub Aiyub Alfy Muarif Dahliana Lubis Delvia Yuka Ananda Miftahul Jannah Nurlaila Fazraini T. Muhammad Ikhlas Triyana Zainal Abidin