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All Journal Jurnal Didactical Mathematics Polinomial : Jurnal Pendidikan Matematika
Maiyada, Annisa
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Education Mathematics

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Analisis Kemampuan Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal Aljabar Ditinjau dari Gaya Belajar Maiyada, Annisa; Abadi, Agung Prasetyo
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 4 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i4.2603

Abstract

Awareness of the importance of paying attention to learning styles in improving students' mathematical communication skills forms the background to this study. Because each student has a unique learning style, this affects the way they think, understand, and communicate mathematical concepts, especially in algebra. The purpose of this study was to analyze the mathematical communication skills of eighth-grade junior high school students in algebra material as viewed from the VARK learning styles (visual, auditory, read/write, and kinesthetic). The method used was qualitative research with a descriptive approach. This study involved 36 eighth-grade students at a public junior high school in Karawang, which was conducted over two days in the middle of the even semester of the 2024/2025 academic year. The research subjects were selected based on the dominance of one learning style type, with each type represented by one student who had the highest score and good communication skills. The research instruments consisted of three essay questions to measure mathematical communication skills, a learning style questionnaire, and interview guidelines. The results showed that students' mathematical communication skills based on the VARK learning style were generally classified as very good, with an overall average score of 93.7 and success in completing all the indicators tested. Each learning style had its own characteristics. Overall, this study indicated that a learning approach tailored to students' learning styles could improve their mathematical communication skills.
Exploring Math Anxiety in Prospective Mathematics Teachers: A Phenomenological Study of Mathematics Education Students at Singaperbangsa Karawang University Talenta Valentina Christi; Maiyada, Annisa; Fitria Dwi Khaerunnisa; Lita Dewi Firstianti; Nurhaliza Salsabiela Hanum; Putri, Rahmanda
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.17962

Abstract

Mathematics anxiety remains a persistent challenge among prospective mathematics teachers, influencing cognitive performance, emotional regulation, and instructional readiness. However, existing studies predominantly rely on measurement-based approaches and provide limited insight into how anxiety is experienced across different academic contexts, particularly between examination and teaching situations. This study aims to investigate the lived experiences of mathematics anxiety among undergraduate students in a Mathematics Education program at Singaperbangsa Karawang University, Indonesia. A qualitative phenomenological design was employed to capture participants’ subjective experiences. Participants were selected through purposive sampling based on their experience in both mathematics examinations and teaching practice. Data were collected through semi-structured, in-depth interviews, supported by a preliminary screening questionnaire, and analyzed using an interactive thematic approach. The findings reveal that mathematics anxiety is a multidimensional and context-dependent phenomenon, manifesting across four interconnected domains: cognitive, attitudinal, somatic, and mathematical knowledge. The mathematical knowledge domain emerges as the primary source of anxiety, driven by conceptual insecurity. This condition triggers a cascade of effects, disrupting cognitive processing, evoking emotional avoidance, and generating physiological responses. Anxiety is found to be more pronounced in teaching contexts, where real-time explanation and public performance intensify pressure. This study contributes by offering an integrated, experience-based understanding of mathematics anxiety, emphasizing the dynamic interaction between cognitive, affective, and contextual factors. The findings highlight the need for teacher education programs to integrate conceptual support with emotional regulation and adaptive coping strategies to enhance both learning and teaching readiness.
Co-Authors Abadi, Agung Prasetyo Fitria Dwi Khaerunnisa Lita Dewi Firstianti Nurhaliza Salsabiela Hanum Putri, Rahmanda Talenta Valentina Christi