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Math anxiety, self-regulated learning, and academic procrastination in class VIII Students: A case study at SMPN 2 Alalak Atsnan, Muh Fajaruddin; Sabirin, Muhamad; Mardhatillah, Nadia; Nareki, Maisea Ledua; Gazali, Rahmita Yuliana; Fajaruddin, Syarief
Measurement In Educational Research Vol 3, No 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v3i2.233

The research aimed to (1) determine students' math anxiety levels, (2) know the level of students' self-regulated learning, (3) know the level of student academic procrastination, (4) determine the relationship between math anxiety and students' academic procrastination, (5) and determine the relationship between self-regulated learning and students' academic procrastination. The quantitative research method used correlational research, which is used to determine the relationship between two or more variables. The population was 152 students in class VIII of SMPN 2 Alalak. Samples were 62 students and were selected using a cluster random sampling technique. Data collection techniques were questionnaires, interviews, and documentation. The data analysis technique used descriptive analysis and hypothesis test using the Spearman rank correlation test. The finding showed that, first, the student's math anxiety level is in the medium category with a percentage of 62.90%. Second, the students' self-regulated learning level is in the medium category with a percentage of 54.84%. Third, the level of student academic procrastination is in the medium category, with a percentage of 75.81%. Fourth, there is a positive relationship between math anxiety and students' academic procrastination in Mathematics subjects in class VIII SMPN 2 Alalak. And there is a negative relationship between self-regulated learning and students' academic procrastination in Mathematics in class VIII SMPN 2 Alalak.

Math anxiety, self-regulated learning, and academic procrastination in class VIII Students: A case study at SMPN 2 Alalak Atsnan, Muh Fajaruddin; Sabirin, Muhamad; Mardhatillah, Nadia; Nareki, Maisea Ledua; Gazali, Rahmita Yuliana; Fajaruddin, Syarief
Measurement In Educational Research Vol. 3 No. 2 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v3i2.233

The research aimed to (1) determine students' math anxiety levels, (2) know the level of students' self-regulated learning, (3) know the level of student academic procrastination, (4) determine the relationship between math anxiety and students' academic procrastination, (5) and determine the relationship between self-regulated learning and students' academic procrastination. The quantitative research method used correlational research, which is used to determine the relationship between two or more variables. The population was 152 students in class VIII of SMPN 2 Alalak. Samples were 62 students and were selected using a cluster random sampling technique. Data collection techniques were questionnaires, interviews, and documentation. The data analysis technique used descriptive analysis and hypothesis test using the Spearman rank correlation test. The finding showed that, first, the student's math anxiety level is in the medium category with a percentage of 62.90%. Second, the students' self-regulated learning level is in the medium category with a percentage of 54.84%. Third, the level of student academic procrastination is in the medium category, with a percentage of 75.81%. Fourth, there is a positive relationship between math anxiety and students' academic procrastination in Mathematics subjects in class VIII SMPN 2 Alalak. And there is a negative relationship between self-regulated learning and students' academic procrastination in Mathematics in class VIII SMPN 2 Alalak.

Hubungan matematika–budaya pada arsitektur bubungan tinggi: Sebuah meta-analisis etnomatematika Suriansyah, Ahmad; Muharam, Akhmad Gilang; Azizah, Siti Nur; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.298

Penelitian ini bertujuan mendeskripsikan peran guru dalam peningkatan kemampuan literasi matematis siswa. Studi menggunakan pendekatan kualitatif deskriptif dengan wawancara terstruktur kepada guru matematika di SMAN 1 Sungai Loban, dilengkapi pencatatan reflektif praktik pembelajaran. Data dianalisis secara tematik untuk mengidentifikasi strategi, hambatan, dan prasyarat pendukung. Hasil menunjukkan peran guru berpusat pada: (1) penguatan kompetensi profesional melalui pelatihan—termasuk modul PMM—dan adaptasi kurikulum; (2) rekayasa iklim kelas yang menumbuhkan mindset positif terhadap matematika; (3) desain pembelajaran interaktif berbasis konteks yang mengintegrasikan pemecahan masalah, diskusi terarah, dan representasi multiple; serta (4) dukungan motivasional melalui umpan balik formatif dan penetapan tujuan belajar yang jelas. Hambatan yang menonjol meliputi minat belajar yang rendah, kebiasaan belajar pasif, kesulitan menerapkan penalaran dalam soal nonrutin, dan keterbatasan paparan terhadap soal menantang. Solusi yang disarankan mencakup penataan rutinitas problem solving bertahap, scaffolding strategi berpikir, tugas autentik kontekstual, serta kolaborasi guru untuk kurasi bank soal literasi. Temuan menegaskan bahwa peran guru yang konsisten pada aspek perencanaan, orkestrasi diskusi, dan asesmen formatif berkontribusi pada penguatan literasi matematis. Studi ini menyarankan pengembangan profesional berkelanjutan dan dukungan sumber belajar untuk memperluas dampak praktik. Developing mathematical literacy through interactive instruction: Mathematics teachers’ perspectives Abstract: This study describes teachers’ roles in improving students’ mathematical literacy. A qualitative descriptive approach was employed using structured interviews with mathematics teachers at SMAN 1 Sungai Loban, complemented by reflective notes on classroom practices. Data were thematically analyzed to identify strategies, obstacles, and enabling conditions. Findings indicate four focal roles: (1) strengthening professional competence through training—including PMM modules—and curriculum adaptation; (2) cultivating a classroom climate that promotes positive mindsets toward mathematics; (3) designing interactive, context-rich lessons that integrate problem solving, guided discussion, and multiple representations; and (4) providing motivational support via formative feedback and clear learning goals. Prominent challenges include low student interest, passive study habits, difficulties applying reasoning to non-routine items, and limited exposure to demanding tasks. Suggested solutions involve staged problem-solving routines, scaffolding of thinking strategies, contextual authentic tasks, and teacher collaboration to curate literacy-oriented item banks. Overall, consistent attention to lesson planning, discussion orchestration, and formative assessment supports the development of mathematical literacy. The study recommends ongoing professional development and improved access to learning resources to broaden the impact of these practices.

Teknologi kecerdasan buatan dalam kelas matematika: Dampak terhadap motivasi belajar siswa Syaukani, Agus; Winata, Jati Sastra; Apriza, Regita Widya; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 7 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i1.299

Studi ini bertujuan mendeskripsikan kontribusi media pembelajaran berbasis kecerdasan buatan (AI) terhadap motivasi belajar matematika siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui angket, wawancara, dan dokumentasi pada siswa kelas XI di MAN 1 Banjarmasin. Fokus analisis diarahkan pada perubahan minat, kegigihan dalam mengerjakan tugas, dan kemauan menghadapi soal menantang setelah integrasi AI dalam pembelajaran. Hasil angket dari lima responden menunjukkan kecenderungan peningkatan motivasi saat AI dimanfaatkan untuk latihan adaptif dan umpan balik cepat. Wawancara dengan tiga siswa menguatkan temuan tersebut: dua siswa melaporkan pemahaman yang lebih baik dan peningkatan kedisiplinan dalam pemecahan masalah, sementara satu siswa menyatakan minat yang rendah karena ekspektasi yang tidak realistis dan kesalahpahaman terhadap fungsi sistem AI. Temuan menyoroti pentingnya penyiapan ekspektasi, literasi AI dasar, dan desain tugas yang memandu interaksi produktif dengan alat AI. Implikasinya, guru perlu mengorkestrasi penggunaan AI melalui tujuan belajar yang jelas, mekanisme umpan balik formatif, dan pendampingan etis agar motivasi yang tumbuh berkelindan dengan pencapaian belajar. Keterbatasan studi meliputi ukuran sampel yang kecil dan data yang bersifat kontekstual; penelitian lanjutan dengan desain campuran dan sampel lebih luas disarankan. Artificial intelligence in mathematics classrooms: Effects on students’ learning motivation Abstract: This study describes how AI-based learning media contribute to students’ motivation in mathematics. A qualitative descriptive approach was adopted, using questionnaires, interviews, and documentation with eleventh-grade students at MAN 1 Banjarmasin. The analysis focused on changes in interest, persistence with tasks, and willingness to tackle challenging problems after AI was integrated into instruction. Questionnaire responses from five students suggested increased motivation when AI provided adaptive practice and rapid feedback. Interviews with three students corroborated these trends: two students reported better understanding and greater discipline in problem solving, while one student showed lower interest due to unrealistic expectations and misunderstandings about AI functionalities. The findings highlight the need for expectation-setting, basic AI literacy, and task designs that guide productive interactions with AI tools. Practically, teachers should orchestrate AI use through clear learning goals, formative feedback mechanisms, and ethical guidance so that motivational gains translate into achievement. The study is limited by its small sample size and contextual scope; future research employing mixed methods and larger samples is recommended to examine effects across different cohorts and instructional settings.

Mengembangkan literasi matematis melalui pembelajaran interaktif: Perspektif guru matematika Maqsadah, Rayyan; Parwati, Dewi; Fitriani, Elza; Rahmah, Hayyinur; Ela, Ela; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i2.300

Penelitian ini bertujuan mendeskripsikan peran guru dalam peningkatan kemampuan literasi matematis siswa. Studi menggunakan pendekatan kualitatif deskriptif dengan wawancara terstruktur kepada guru matematika di SMAN 1 Sungai Loban, dilengkapi pencatatan reflektif praktik pembelajaran. Data dianalisis secara tematik untuk mengidentifikasi strategi, hambatan, dan prasyarat pendukung. Hasil menunjukkan peran guru berpusat pada: (1) penguatan kompetensi profesional melalui pelatihan—termasuk modul PMM—dan adaptasi kurikulum; (2) rekayasa iklim kelas yang menumbuhkan mindset positif terhadap matematika; (3) desain pembelajaran interaktif berbasis konteks yang mengintegrasikan pemecahan masalah, diskusi terarah, dan representasi multiple; serta (4) dukungan motivasional melalui umpan balik formatif dan penetapan tujuan belajar yang jelas. Hambatan yang menonjol meliputi minat belajar yang rendah, kebiasaan belajar pasif, kesulitan menerapkan penalaran dalam soal nonrutin, dan keterbatasan paparan terhadap soal menantang. Solusi yang disarankan mencakup penataan rutinitas problem solving bertahap, scaffolding strategi berpikir, tugas autentik kontekstual, serta kolaborasi guru untuk kurasi bank soal literasi. Temuan menegaskan bahwa peran guru yang konsisten pada aspek perencanaan, orkestrasi diskusi, dan asesmen formatif berkontribusi pada penguatan literasi matematis. Studi ini menyarankan pengembangan profesional berkelanjutan dan dukungan sumber belajar untuk memperluas dampak praktik. Developing mathematical literacy through interactive instruction: Mathematics teachers’ perspectives Abstract: This study describes teachers’ roles in improving students’ mathematical literacy. A qualitative descriptive approach was employed using structured interviews with mathematics teachers at SMAN 1 Sungai Loban, complemented by reflective notes on classroom practices. Data were thematically analyzed to identify strategies, obstacles, and enabling conditions. Findings indicate four focal roles: (1) strengthening professional competence through training—including PMM modules—and curriculum adaptation; (2) cultivating a classroom climate that promotes positive mindsets toward mathematics; (3) designing interactive, context-rich lessons that integrate problem solving, guided discussion, and multiple representations; and (4) providing motivational support via formative feedback and clear learning goals. Prominent challenges include low student interest, passive study habits, difficulties applying reasoning to non-routine items, and limited exposure to demanding tasks. Suggested solutions involve staged problem-solving routines, scaffolding of thinking strategies, contextual authentic tasks, and teacher collaboration to curate literacy-oriented item banks. Overall, consistent attention to lesson planning, discussion orchestration, and formative assessment supports the development of mathematical literacy. The study recommends ongoing professional development and improved access to learning resources to broaden the impact of these practices.

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