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All Journal Pattimura Proceeding : Conference of Science and Technology Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Bilhaki, Raden Roafli
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Students Mathematical Critical Thinking Skills: Validity and Reliability with Winsteps and SPSS Vebiyanti, Dewi; Salsabila, Khalisha; Bilhaki, Raden Roafli; Faradhilla, Ayu; Alyani, Fitri
Pattimura Proceeding Vol 5 No 1 (2024): Prosiding Konferensi Nasional matematika (KNM) XXII Tahun 2024
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/ppcst.knmxxiiv5i1p79-88

Abstract

It is of great importance to conduct validity and reliability testing in a study in order to ascertain the feasibility and effectiveness of the instruments employed. In this study, an analysis is required to ascertain the results of the validity and reliability tests on mathematical critical thinking skills utilising the SPSS and Winsteps applications. The research method employed was quantitative survey research, with a total of 133 high school students in the Jakarta and Depok areas comprising the sample population. The instrument designed to assess critical thinking skills comprises four indicators. The validity test on the mathematical critical thinking ability instrument with the SPSS application indicates that one value (value 11) is invalid, as evidenced by the Pearson correlation value. However, the remaining values meet the requirements for validity. The reliability value obtained through SPSS yielded a result of α = 0.75. The same results are observed when the Winsteps application is employed. One value (value 11) is identified as invalid, while the remaining values meet the criteria for the MNSQ outfit value, ZSTD outfit, and PTMEA-CORR. In addition, the reliability results obtained using Winsteps yielded a Cronbach's Alpha coefficient value of 0.87, indicating a high degree of reliability.
Mathematical Anxiety and Resilience as an Influence of Mathematical Literacy Skills Bilhaki, Raden Roafli; Faradillah, Ayu
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15468

Abstract

Mathematical literacy is essential for applying mathematical concepts to real-life problems, yet its development is often hindered by psychological factors such as anxiety and resilience. Mathematics anxiety negatively affects students' cognitive and problem-solving abilities, while resilience supports emotional regulation and sustained learning. This study aims the combined influence of mathematics anxiety and resilience on students’ mathematical literacy. The research method used was qualitative with a phenomenological approach. Subsequently, using Winsteps on the Wright Map table, three students were selected from a population of 128 grade XII students to become research subjects. The three subjects were selected based on the categories of mathematical anxiety and resilience. The results of the study indicate that students with high anxiety levels and low resilience have lower mathematics literacy scores. They are unable to complete all the ability indicators. Similarly, students with moderate anxiety and moderate resilience also showed low literacy scores. They were able to complete questions on the comprehension and representation indicators. Conversely, students with low anxiety and high resilience showed higher mathematical literacy scores, indicating that resilience plays a key role in overcoming anxiety and improving performance in mathematical tasks.
Mathematical Anxiety and Resilience as an Influence of Mathematical Literacy Skills Bilhaki, Raden Roafli; Faradillah, Ayu
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15468

Abstract

Mathematical literacy is essential for applying mathematical concepts to real-life problems, yet its development is often hindered by psychological factors such as anxiety and resilience. Mathematics anxiety negatively affects students' cognitive and problem-solving abilities, while resilience supports emotional regulation and sustained learning. This study aims to examine the combined influence of mathematics anxiety and resilience on students’ mathematical literacy. The research method used was qualitative with a phenomenological approach. The data collection process, including validity, reliability, and subject selection, was conducted using the Winstep application. Three subjects were selected according to three levels of mathematical literacy. The data analysis process involved administering tests, questionnaires, and interviews, with the test questions focusing on probability material. The results of the study indicate that students with high anxiety levels and low resilience have lower mathematics literacy scores. They are unable to complete all the ability indicators. Similarly, students with moderate anxiety and moderate resilience also showed low literacy scores. They were able to complete questions on the comprehension and representation indicators.
Co-Authors Faradhilla, Ayu Faradillah, Ayu Fitri Alyani Salsabila, Khalisha Vebiyanti, Dewi