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All Journal Jurnal Pendidikan Guru Matematika Global Journal of Mathematics Education
Agustina, Veni
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Education Mathematics

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Pengaruh Kecemasan Matematika Mahasiswa Pendidikan Matematika Berdasarkan Gender dalam Poses Pembelajaran Matematika Agustina, Veni; Granita, Granita
Jurnal Pendidikan Guru Matematika Vol 5, No 2 (2025): Mei
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/jpgm.v5i2.10124

Abstract

Penelitian ini bertujuan untuk menguji pengaruh tingkat kecemasan matematika terhadap pembelajaran matematika di kalangan mahasiswa pendidikan matematika, dengan fokus pada perbedaan gender. Kecemasan matematika merupakan kondisi psikologis yang dapat menghambat kemampuan mahasiswa untuk memproses konsep matematika secara efektif, dan intensitasnya dapat bervariasi antara mahasiswa laki-laki dan perempuan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif-komparatif. Sampel terdiri dari 60 mahasiswa, yang dibagi secara merata berdasarkan jenis kelamin, yang dipilih dengan menggunakan random sampling. Data dikumpulkan dengan menggunakan kuesioner kecemasan matematika yang telah divalidasi yang terdiri dari 23 item. Hasil penelitian menunjukkan bahwa mahasiswa perempuan memiliki tingkat kecemasan matematika yang lebih tinggi (rata-rata = 73,70) dibandingkan dengan mahasiswa laki-laki (rata-rata = 64,67). Uji-t sampel independen menunjukkan perbedaan yang signifikan antara kedua kelompok (Sig. 2-tailed = 0.000 0.05), yang menunjukkan bahwa jenis kelamin secara signifikan mempengaruhi kecemasan matematika. Penelitian ini menyoroti pentingnya mengatasi faktor emosional dalam pengajaran matematika dan merancang strategi pembelajaran inklusif yang mendukung semua mahasiswa tanpa memandang jenis kelamin. 
The Effect of Problem-Based Learning on Mathematical Problem-Solving: A Meta-Analysis at the Junior Secondary Level Agustina, Veni; Nurkanti, Mia
Global Journal of Mathematics Education Vol. 1 No. 1 (2025): GJME (July - December)
Publisher : PT. Integrasi Sains Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematical problem-solving ability is a fundamental competency in secondary mathematics education; however, many students continue to face significant challenges in mastering this skill. In response, various instructional strategies have been implemented, among which Problem-Based Learning (PBL) has received considerable attention. This study aims to systematically and quantitatively examine the effect of PBL on junior high school students’ mathematical problem-solving abilities through a meta-analytic approach. A total of 24 empirical studies published between 2013 and 2024 were rigorously selected based on predefined inclusion criteria. The meta-analysis results indicate that PBL has a large and statistically significant impact on improving students’ problem-solving skills, with a mean effect size of 0.89, which falls within the high category. Furthermore, the effectiveness of PBL was found to vary across moderator variables, including implementation duration, assessment instrument type, and grade level. These findings suggest that PBL is an effective instructional strategy for enhancing students' critical thinking and problem-solving capabilities. The study recommends broader and more systematic implementation of PBL in schools, as well as targeted teacher training to support its optimal integration into classroom practice.
Co-Authors Granita, Granita Mia Nurkanti