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Euclid
Published by Universitas Swadaya Gunung Jati
ISSN : 25414453     EISSN : 23551712     DOI : https://doi.org/10.33603/e.v10i1.7258
Core Subject : Education, Social,
Education Mathematics Social Sciences
The aim of Euclid, p-ISSN 2355-1712 and e-ISSN 2541-4453, is to provide a national forum for sharing, dissemination and discussion of research, experience and perspectives across a wide range of pure and applied mathematics, education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in mathematics education. The Journal invites original articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in pure mathematics, applied mathematics, and mathematics education are welcome, which includes, but not limited to the following topics: Mathematics Learning Model, Assesment and Evaluation in Mathematics Teaching, Design/Development Research in Mathematics Education, Mathematics Ability, ICT in Mathematics Education, Ethnomathematics. Applied Mathematics: Environmental Mathematics, Industrial Mathematics, Computational Mathematics, Mathematical Economics, Financial Mathematics, Statistics. Pure Mathematics: Algebra, Geometry, Analysis, Discrete Mathematics/ Combinatorics.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
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Search results for , issue "vol 13 no 3 (2016)" : 1 Documents clear
A Comparative Analysis of Mathematical Literacy among Mathematics Education Students Based on Mathematics Anxiety Profiles Setiyani; Yusfita Yusuf; Sri Sumarwati
Euclid Vol 13 No 3 (2016)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Jati

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Abstract

Mathematical literacy is an essential competency for preservice mathematics teachers. One affective factor that may influence this competency is mathematics anxiety. This study aimed to examine differences in mathematical literacy among mathematics education students based on their levels of mathematics anxiety. The study employed a quantitative approach with a comparative design, involving 25 students selected through purposive sampling. The research instruments consisted of a mathematics anxiety questionnaire and a mathematical literacy test. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test for homogeneity of variances, one-way analysis of variance (ANOVA), and Tukey’s honestly significant difference (HSD) post hoc test. The results indicated that the data met the assumptions of normality and homogeneity of variances. One-way ANOVA revealed no statistically significant differences in mathematical literacy across mathematics anxiety levels (F(2, 22) = 0.631; p = 0.541). Tukey’s HSD post hoc test also showed that all pairwise group comparisons yielded p-values greater than 0.05. Nevertheless, descriptive statistics indicated a tendency for mean mathematical literacy scores to decrease as mathematics anxiety levels increased. Thus, this study did not provide evidence of statistically significant differences in students’ mathematical literacy based on their mathematics anxiety levels. Future research should employ larger samples and consider other factors that may influence mathematical literacy.

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