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All Journal Jurnal Didactical Mathematics Al Khawarizmi: Jurnal Pendidikan Matematika
Fitria Dwi Khaerunnisa
Universitas Singaperbangsa Karawang
Education Mathematics

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Profiling Students’ Interest in Mathematics Learning in a Conventional Classroom Context Fitria Dwi Khaerunnisa; Indra Budiman
Jurnal 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.v8i1.16982

Abstract

Students’ interest in learning mathematics plays an important role in shaping engagement and participation during classroom instruction. However, in many classroom settings, students’ interest in mathematics learning remains limited despite regular participation in instructional activities. This study aimed to examine the empirical profile of students’ interest in learning mathematics in a conventional classroom context. A descriptive quantitative research design was employed to analyze students’ learning interest using four indicators: enjoyment of learning mathematics, attention to instructional materials, attraction to the subject, and participation in classroom learning activities. Data were collected through a structured questionnaire administered to 30 seventh-grade students in a junior secondary school. The results indicate that students’ learning interest remained relatively low across all measured indicators. Although attention toward instructional materials showed slightly higher values than the other indicators, the levels of enjoyment, attraction to mathematics, and classroom participation were consistently low. These findings reveal a noticeable gap between students’ attentiveness during instruction and their broader affective engagement with mathematics learning. The study provides an empirical description of students’ interest in learning mathematics within a conventional instructional environment and offers insight into how classroom learning conditions relate to students’ affective engagement in mathematical learning activities
Exploring Math Anxiety in Prospective Mathematics Teachers: A Phenomenological Study of Mathematics Education Students at Singaperbangsa Karawang University Talenta Valentina Christi; Annisa Maiyada; Fitria Dwi Khaerunnisa; Lita Dewi Firstianti; Nurhaliza Salsabiela Hanum; Rahmanda Putri
Jurnal 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.
PENGARUH MODEL PEMBELAJARAN GAME BASED LEARNING BERBANTU EDUCAPLAY TERHADAP HASIL BELAJAR MATEMATIKA SISWA Fitria Dwi Khaerunnisa; Muhammad Daut Siagian; Ekasatya Aldila Afriansyah
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5354

Abstract

Abstrak: Penelitian ini bertujuan menguji perbedaan hasil belajar matematika antara siswa yang mengikuti Game Based Learning berbantuan Educaplay dan Teacher Centered Learning serta mengukur besar pengaruhnya. Penelitian menggunakan metode kuasi eksperimen dengan desain nonequivalent pretest-posttest control group. Sampel terdiri atas 82 siswa kelas VIII yang dipilih melalui purposive sampling, masing-masing 41 siswa pada kelas eksperimen dan kontrol. Instrumen berupa lima soal uraian materi peluang yang telah diuji validitas, reliabilitas, daya pembeda, dan tingkat kesukarannya. Data dianalisis melalui uji Shapiro-Wilk, Levene, independent-samples t-test, dan Cohen’s d. Rata-rata posttest kelas eksperimen mencapai 75,12, sedangkan kelas kontrol 60,66. Pengujian menghasilkan t(80) = 4,79, p < 0,001, dan selisih rata-rata 14,46. Nilai Cohen’s d sebesar 1,06 termasuk kategori tinggi. Hasil ini menunjukkan bahwa Game Based Learning berbantuan Educaplay menghasilkan perbedaan signifikan dengan pengaruh praktis yang besar terhadap hasil belajar materi peluang. Kata Kunci: Game Based Learning; Educaplay; hasil belajar matematika; kuasi eksperimen Abstract: This study examined differences in mathematics learning outcomes between students taught through Educaplay-assisted Game-Based Learning and Teacher-Centered Learning and measured the magnitude of the effect. A quasi-experimental method with a nonequivalent pretest-posttest control group design was used. The purposively selected sample comprised 82 eighth-grade students, with 41 students in each class. The instrument consisted of five essay items on probability that had been tested for validity, reliability, discrimination, and difficulty. Data were analyzed using the Shapiro-Wilk test, Levene’s test, an independent-samples t-test, and Cohen’s d. The experimental class achieved a posttest mean of 75.12, while the control class achieved 60.66. The analysis yielded t(80) = 4.79, p < .001, and a mean difference of 14.46. Cohen’s d was 1.06, indicating a large effect. These results show that Educaplay-assisted Game-Based Learning produced a significant difference and a large practical effect on probability learning outcomes.  Keywords: Game-Based Learning; Educaplay; mathematics learning outcomes; quasi-experimental
Co-Authors Annisa Maiyada Ekasatya Aldila Afriansyah Indra Budiman Lita Dewi Firstianti Muhammad Daut Siagian Nurhaliza Salsabiela Hanum Rahmanda Putri Talenta Valentina Christi