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Nurain Suryadinata
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Jl. Prof. Dr. Ir. Sumantri Brojonegoro No.1, Kota Bandar Lampung, Lampung
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Jurnal Pendidikan Matematika Universitas Lampung
Published by Universitas Lampung
ISSN : 23381183     EISSN : 2715856X     DOI : https://doi.org/10.23960/mtk
Core Subject : Education,
Education Mathematics
Jurnal Pendidikan Matematika Universitas Lampung accepts scientific articles related to research in the field of mathematics education which include: 1. Mathematics Education Curriculum 2. Mathematics Learning Methods 3. Mathematics Learning Media 4. Technology and Information-Based Mathematics Learning 5. Assessment and Evaluation of Mathematics Learning.
Arjuna Subject : Umum - Umum
Articles 22 Documents
 1   2   3 
An Analysis of Mathematics Anxiety Among Prospective Mathematics Teachers in Discrete Mathematics Courses Prasetyo, Agung; Kurniawati, Endang
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 3 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i3.pp205-216

Abstract

Anxiety is one of the affective factors that can influence success in learning mathematics. Many studies have shown that the majority of students experience high levels of mathematics anxiety, and this condition can even be transferred to future mathematics teachers. This study aims to describe the mathematics anxiety of prospective mathematics teachers during discrete mathematics lectures. The research employed a descriptive quantitative method. The instrument used was an anxiety questionnaire, administered using a Likert scale. In addition, several open-ended questions were included to further describe the anxiety profile and support the quantitative data. The study involved 29 students from the Mathematics Department of the Ponorogo Islamic Institute of Religion. The results revealed that the majority (93.1%) of students experienced moderate levels of mathematics anxiety, while a small proportion (3.45%) experienced low or high anxiety. Based on the dimensional analysis, mathematics anxiety across the cognitive, psychological, and physiological dimensions was mostly categorized as moderate. However, in the physiological dimension, a considerable number of students (44.44%) reported low anxiety. The findings imply that lecturers should continue to develop innovative teaching strategies to help reduce students’ mathematics anxiety.
Portrait of Junior High School Students' Statistical Literacy through PISA on Uncertainty and Data Content Herlambang, Satria Bayu; Nusantara, Duano Sapta; Pasaribu, Feri Tiona
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 4 (2025): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i4.pp217-228

Abstract

Statistical literacy is a critical 21st-century competency, as students increasingly encounter data-driven information in their everyday lives. However, international assessments such as PISA consistently show that Indonesian students struggle to interpret and reason with data. This study aims to investigate junior high school (JHS) students’ statistical literacy in solving PISA-based problems related to uncertainty and data, while also linking the results to Sustainable Development Goal (SDG) 4: Quality Education. A descriptive qualitative approach was employed involving 40 ninth-grade students from JHS Negeri 6 Kota Jambi, selected through purposive sampling to represent high, medium, and low academic ability groups. Data were collected through a validated PISA 2012 item focusing on uncertainty and data, along with semi-structured interviews designed to explore students’ statistical-literacy strategies. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing, guided by Schield’s (2011) statistical-literacy indicators. The findings indicate that only 17.5% of students demonstrated a high level of statistical literacy, while most were categorized as medium (37.5%) or low (45%). Further analysis revealed persistent difficulties in identifying trends, calculating averages, and drawing valid conclusions. These findings underscore the need for contextual, PISA-based learning tasks that foster statistical reasoning and strengthen students’ fundamental literacy skills as a foundation for achieving quality education.

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