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All Journal AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika
Fahmi Rizqi Nashrullah
Universitas An Nasher
Mathematics

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PERBANDINGAN MOTIVASI BELAJAR MATEMATIKA SISWA SMA BERDASARKAN WAKTU BELAJAR Fahmi Rizqi Nashrullah; Aries Nur Shandy; Yosi Pebriana; Gevin Rifauldy Lopez
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 1 (2026): Januari
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/sy2cvv49

Abstract

This research is based on the assumption that differences in study time affect students’ motivation to learn mathematics at the senior high school level. We believe that choosing an appropriate study schedule enhances students' motivation to learn mathematics. The purpose of this study is to analyze the differences in mathematics learning motivation between students who attend classes in the morning and those who attend in the afternoon. The research employs a quantitative approach using a comparative survey method. The population consists of 11th-grade science students (XI IPA) at MAN 1 Kota Cirebon in the 2023/2024 academic year. The research sample includes 34 students from class XI IPA 1 (morning class) and 34 students from class XI IPA 2 (afternoon class), selected using purposive sampling. Data were collected using a mathematics learning motivation scale. Prior to hypothesis testing, normality and homogeneity tests were conducted as prerequisites. The hypothesis was tested using an independent sample t-test. The results of the study indicate a significant difference in mathematics learning motivation between students who study in the morning and those who study in the afternoon, with a significance value of 0.040.
FENOMENOLOGI PENGALAMAN BELAJAR SISWA YANG MENGALAMI KECEMASAN MATEMATIKA Aries Nur Shandy; Fahmi Rizqi Nashrullah; Yosi Pebriana; Duta Prima Manunggal
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/n855wy60

Abstract

This research aims to explore and interpret the life experiences of students who experience mathematical anxiety through a phenomenological approach. The study used a qualitative descriptive phenomenological design involving 100 junior high school students in Cirebon. Participants were selected purposively based on initial indications of math anxiety, teachers' recommendations, and willingness to reflect on learning experiences. An in-depth semi-structured interview was conducted with 8 students until data saturation was achieved, and supported by learning observation and documentation. Data analysis is carried out through epoche stages (bracketing), horizontalization, identification of significant statements, formulation of meaning units, grouping of themes, and preparation of textural and structural descriptions to find the essence of the phenomenon. The results of the study show that mathematical anxiety is a complex and multidimensional experience formed through the interaction of emotional, cognitive, and social aspects in the learning environment. Students express intense emotional emotions such as fear, nervousness, and physical symptoms especially in evaluative situations. Cognitively, anxiety interferes with concentration and inhibits access to the knowledge that has been mastered, thereby lowering confidence and academic performance. Negative perceptions of math and unsupportive classroom dynamics also reinforce anxiety. The essence of math anxiety is not solely in cognitive difficulties, but in the subjective meanings that build students towards their learning experiences. These findings emphasize the importance of learning strategies that are humane and support students' psychological states.
Co-Authors Aries Nur Shandy Duta Prima Manunggal Gevin Rifauldy Lopez Yosi Pebriana