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ABSTRAK

Nama                   : Tiffany Chandra

Program Studi     : Psikologi Profesi, Peminatan Psikologi Pendidikan

Judul Tesis           : Pengaruh Math Anxiety Terhadap Math Achievement yang Dimediasi

oleh Metacognitive Knowledge pada Siswa Kelas V Sekolah Dasar

 

 

Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh math anxiety terhadap math achievement yang signifikan melalui masing-masing dimensi metacognitive knowledge ataupun secara keseluruhan. Data penelitian dikumpulkan dari 370 siswa-siswi kelas V di lima SD yang berada di wilayah Jakarta Selatan. Pengumpulan data dilakukan menggunakan kuesioner yang terdiri dari alat ukur Math Achievement Test, Modified Abbreviated Math Anxiety Scale (mAMAS), serta Metacognitive Knowledge in Mathematics Questionnaire (MKMQ). Berdasarkan hasil uji parallel multiple mediation analysis yang dilakukan, diketahui bahwa math anxiety berpengaruh signifikan terhadap math achievement melalui peran metacognitive knowledge sebagai mediator. Selain itu, math anxiety juga berpengaruh signifikan tehadap math achievement baik melalui dimensi metacognitive knowledge of self (a₁b₁ = -0,08, BCa CI [-0,11, -0,05]) maupun melalui metacognitive knowledge of task (a­₂b₂ = -0,05, BCa CI [-0,08, -0,03]). Kendati demikian, pengaruh math anxiety terhadap math achievement ternyata tidak signifikan saat dimediasi oleh metacognitive knowledge of strategy (a₃b₃ = -0,01, BCa CI [-0,02, 0,01]). Adapun hasil dan limitasi penelitian dikaji lebih mendalam pada bagian diskusi.

 

Kata kunci:

Prestasi matematika, kecemasan matematika, metacognitive knowledge, siswa kelas V

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ABSTRACT

Name                           : Tiffany Chandra

Study Programme       : Master Programme, Psychology in Education

Judul Tesis                  : The Relationships between Fifth Graders’ Math Anxiety and

Math Achievement Mediated by Metacognitive Knowledge

 

 

This study aimed to determine whether there is a significant effect of math anxiety on math achievement through each dimension of metacognitive knowledge, as well as through metacognitive knowledge itself. Data were collected from 370 fifth graders in five different elementary schools at South Jakarta. Data were collected through a set of questionnaires consisting of Math Achievement Test, Modified Abbreviated Math Anxiety Scale (mAMAS), and Metacognitive Knowledge in Mathematics Questionnaire (MKMQ). Based on the results of the parallel multiple mediation analysis, it was found that math anxiety significantly affected math achievement through the role of metacognitive knowledge as the mediator. Math anxiety also has a significant effect on math achievement both through metacognitive knowledge of self (a₁b₁ = -0.08, BCa CI [-0.11, -0.05]) and through the metacognitive knowledge of task (a­₂b₂ = -0.05, BCa CI [-0.08, -0.03]). However, the effect of math anxiety on math achievement was not significant when mediated by metacognitive knowledge of strategy (a₃b₃ = -0.01, BCa CI [-0.02, 0.01]). The results and limitations of this study are examined deeper in the discussion section.

 

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"Kecemasan Matematika merupakan perasaan negatif yang dialami individu saat berhadapan dengan bidang matematika. Perasaan tertekan dan cemas ini dapat dialami oleh siapa saja terlepas dari usia atau jenjang pendidikan. Kecemasan matematika juga dipengaruhi oleh faktor internal individu. Penelitian ini bertujuan untuk mengetahui peran variabel mindset dan task-value dalam memprediksi kecemasan matematika yang dialami oleh siswa kelas 4 dan kelas 5 SD. Penelitian menggunakan kuesioner kecemasan matematika (The Modified Abbreviated Math Anxiety Scale; mAMAS), mindset (Implicit Theories of Intelligence Scale for Children - Self Form), dan task-value (Items Used to Assess Childrens Competence Belief and Subjective Task Values). Hasil dari penelitian terhadap 107 siswa menunjukkan bahwa variabel mindset dan task-value bersama-sama dapat memprediksi kecemasan matematika secara signifikan. Penelitian ini dapat digunakan oleh pihak sekolah dalam menangani siswa dengan kecemasan matematika.

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Math anxiety can be defined as ones negative feelings that occurs when individual is faced with mathematical tasks. The feeling of tension and anxiety can be experienced by anyone, regardless their age or education. This study aimed to examine the role of internal factors such as mindset and task-value as predictors on fourth and fifth graders math anxiety. This study used questionnaire for math anxiety (The Modified Abbreviated Math Anxiety Scale; mAMAS), mindset (Implicit Theories of Intelligence Scale for Children-Self Form), and task-value (Items Used to Assess Childrens Competence Belief and Subjective Task Values). Based on the study of 107 students, this study found that both mindset and task-value are able to predict math anxiety significantly. This research can be used by schools in dealing with students math anxiety."

"ABSTRAKPenaksir merupakan statistik dari sampel yang digunakan untuk menaksir parameter populasi. Salah satu kriteria penaksir yang baik adalah penaksir dengan presisi yang tinggi. Dalam teori sampling, auxiliary information sering digunakan untuk meningkatkan presisi penaksir. Auxiliary information yang tersedia dalam bentuk kualitatif disebut auxiliary attribute. Nursel Koyuncu memperkenalkan keluarga penaksir mean populasi yang dapat memanfaatkan auxiliary attribute beserta parameternya. Mean square error dari keluarga penaksir Nursel Koyuncu akan dirumuskan. Akan ditunjukkan jika penaksir mean populasi yang dibentuk dari keluarga penaksir Nursel Koyuncu lebih efisien dibandingkan mean sampel. Pembuktian teori ini akan didukung dengan contoh numerik dengan menggunakan data asli.

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ABSTRACTEstimator is a statistic of the samples used to estimate population parameters. One of a good estimator criteria is the estimator has high precision. In sampling theory, auxiliary information often being used to improve the precision of the estimator. Auxiliary information which provided in qualitative form is called auxiliary attribute. Nursel Koyuncu was introducing family of mean population estimator that can utilize the auxiliary attribute and its parameters. The mean square error of the Nursel Koyuncu family estimator will be formulated. Will be indicated that the adjuster is formed from the Nursel Koyuncu rsquo s family of mean population estimator is more efficient than the sample mean. Proof of this theory would be supported by the numerical example using original data. "

"Penelitian ini dilakukan untuk melihat bagaimana peran pengetahuan metakognitif dalam memediasi pengaruh dari minat matematika terhadap kecemasan matematika yang dialami oleh siswa kelas 5 Sekolah Dasar. Data penelitian berasal dari 366 siswa kelas 5 Sekolah Dasar di Jakarta Selatan. Pengumpulan data dilakukan menggunakan kuesioner yang terdiri dari alat ukur Modified Abbreviated Math Anxiety Scale, subskala interest value dari Subjective Task Value Scale, dan Metacognitive Knowledge in Mathematics Questionnaire. Berdasarkan hasil analisis, minat matematika berpengaruh secara signifikan terhadap kecemasan matematika. Selain itu, pengaruh dari minat matematika juga dimediasi oleh tiap-tiap dimensi dari pengetahuan metakognitif, yaitu self (a1b1 = -0,48, BCa CI [-0,71, -0,26]), task (a2b2 = -0,29, BCa CI [-0,49, -0,08]), dan strategy (a3b3 = -0,06, BCa CI [-0,14, -0,02]). Namun, total direct effect dari minat matematika terhadap kecemasan matematika ternyata lebih besar dibandingkan total indirect effect-nya, yaitu sebesar -0,974 dengan rentang confidence interval -1,258 sampai -0,690. Artinya, pengetahuan metakognitif hanya memediasi pengaruh antara minat matematika dengan kecemasan matematika secara partial, atau dengan kata lain pengaruh minat matematika secara langsung terhadap kecemasan matematika lebih besar dibandingkan dengan pengaruh minat matematika terhadap kecemasan matematika melalui pengetahuan metakognitif. Untuk penelitian selanjutnya, disarankan agar peneliti juga memeriksa regulasi metakognitif dari siswa serta melakukan penelitian di wilayah selain Jakarta Selatan.

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This study conducted to see how the role of metacognitive knowledge in mediating the influence of math interest on math anxiety experienced by grade 5 elementary school students. The research data came from 366 grade 5 elementary school students in South Jakarta. Data collection was carried out using a questionnaire consisting of the Modified Abbreviated Math Anxiety Scale, the interest value subscale of the Subjective Task Value Scale, and the Metacognitive Knowledge in Mathematics Questionnaire. Based on the results of the analysis, math interest significantly influences math anxiety. In addition, the influence of math interest is also mediated by each dimension of metacognitive knowledge, namely self (a1b1 = -0,48, BCa CI [-0,71, -0,26]), task (a2b2 = -0,29, BCa CI [-0,49, -0,08]), and strategy (a3b3 = -0,06, BCa CI [-0,14, -0,02]). However, the total direct effect of math interest on math anxiety turns out to be greater than the total indirect effect, which is -0.974 (BCa CI [-1.258 to -0.690]). That is, metacognitive knowledge only mediates the influence between math interest and math anxiety partially, or in other words the direct effect of math interest on math anxiety is greater than the indirect effect of math interest on math anxiety through metacognitive knowledge. For further research, it is recommended that researchers also examine the metacognitive regulation of students and conduct research in areas other than South Jakarta."

"Every year, more than 68 million students of every age find themselves worrying endlessly about that first day of school, even before it begins. Their hearts race, their stomachs turn and their palms sweat just thinking about getting on the school bus for the first time, that first surprise quiz, or that notoriously strict teacher. For parents of these children, nothing can be more upsetting than dropping their kids off on the first day of school, wondering how they will cope. Now, they can stop worrying and start helping. As a seasoned psychotherapist, Diane Peters Mayer has successfully treated hundreds of elementary and high school students suffering from this common and serious problem. In "Overcoming School Anxiety", she shows parents how to deal with a wide variety of concerns from the fear of leaving home and refusal to go to school, to bullying and school violence and the fear of speaking up in class."

"Kecemasan dirasakan oleh siswa kelas XII dalam menghadapi ujian masuk Perguruan Tinggi Negeri (PTN) melalui Ujian Tulis Berbasis Komputer (UTBK). Dukungan sosial dapat menurunkan tingkat kecemasan. Penelitian ini bertujuan untuk mengetahui hubungan antara dukungan sosial dengan kecemasan siswa kelas XII dalam menghadapi ujian masuk PTN melalui UTBK. Sampel penelitian adalah 319 responden dengan kriteria inklusi siswa kelas XII tahun ajar 2023/2024 serta siswa yang memiliki gawai. Desain penelitian menggunakan cross sectional. Tehnik pengambilan sampel dengan tehnik Cluster Random Sampling. Penelitian ini menggunakan instrumen TAS untuk mengukur kecemasan  dan instrumen MSPSS. Analisis data menggunakan uji Chi-Squre yang menunjukkan hasil terdapat hubungan antara dukungan sosial dengan kecemasan siswa kelas XII dalam menghadapi ujian masuk PTN melalui UTBK (p-value = 0,001). Penelitian ini merekomendasikan pemberi layanan, seperti petugas Unit Kesehatan Sekolah (UKS) untuk melakukan penyuluhan terhadap siswa kelas XII serta memberikan informasi kepada para orang tua dan guru untuk selalu memberikan dukungan sosial kepada para siswa kelas XII, baik dukungan emosional, informasional, intrumentasl, dan penghargaan.

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Class XII students feel anxiety when facing the State University (PTN) through the Computer-Based Written Exam (UTBK). Social support can reduce anxiety levels. This research aims to determine the relationship between social support and anxiety of class XII students in facing the PTN entrance exam through UTBK. The research sample was 319 respondents with the inclusion criteria being class XII students for the 2023/2024 academic year and students who own devices. The research design used cross-sectional. The sampling technique is the Cluster Random Sampling technique. This research uses the TAS instrument to measure anxiety and the MSPSS instrument. Data analysis used the Chi-Squre test which showed that there was a relationship between social support and anxiety of class XII students in facing the PTN entrance exam through UTBK (p-value = 0.001). This research recommends that service providers, such as School Health Unit (UKS) officers, provide counseling to class XII students and provide information to parents and teachers to always provide social support to class XII students, including emotional, informational, instrumental, and award."

"Latar Belakang: Gangguan ansietas di tempat kerja merupakan masalah yang serius. Secara global, sebanyak 14,9% atau 264 juta orang menderita gangguan ansietas. Mental health foundation di UK melaporkan adanya kejadian ansietas di tempat kerja sebanyak 12,8%. Ansietas di tempat kerja akan berdampak pada penurunan kemampuan kerja dan memperbanyak cuti sehingga diperlukan untuk mengetahui faktor penyebab ansietas di tempat kerja. Salah satu tantangan manajemen sumber daya manusia di abad ke-21 adalah masalah keseimbangan kehidupan kerja dan pekerjaan sedentari. Beberapa penelitian di dunia menunjukan bahwa pekerjaan sedentari dan keseimbangan kehidupan kerja berpengaruh pada kejadian ansietas di tempat kerja Metode: Penelitian ini merupakan penelitian analitis observasional dengan potong lintang untuk mengetahui hubungan antara pekerjaan sedentari dan keseimbangan kehidupan kerja terhadap ansietas di tempat kerja dengan menggunakan 6 Item Parker dari Job Stress Scale, International Physical Activity Questionnaire Short Form (IPAQ-SF) untuk menilai pekerjaan sedentari, dan kuesioner keseimbangan kerja adaptasi dari Fisher dkk (2009) yang telah tervalidasi. Besar sampel minimal pada penelitian ini dihitung menggunakan rumus perbandingan dua proporsi yaitu sebesar 109 sampel.  Hasil: Sebanyak 117 pekerja masuk ke dalam kriteria inklusi dan diikutsertakan dalam peneltian. Hasil memperlihatkan sebanyak 23 responden (19,7%) mengalami ansietas di tempat kerja kategori tinggi. Nilai rata-rata skala ansietas di tempat kerja yaitu 16,07 dengan nilai standar deviasi sebesar 4,647, sedangkan nilai rata-rata skala keseimbangan kehidupan kerja yaitu 46,83 dengan standar deviasi 8,815. Pekerja yang memiliki keseimbangan kehidupan kerja dimensi WIPL yang tinggi, yaitu pekerja yang merasa pekerjaan mengganggu kehidupan pribadinya memiliki risiko 3,16 kali lebih tinggi untuk mengalami ansietas di tempat kerja  (IK 1,19-8,38) dan dimensi PLIW yang tinggi, yaitu pekerja yang merasa kehidupan pribadi mengganggu pekerjaannya memiliki risiko 4,86 kali lebih tinggi untuk mengalami ansietas di tempat kerja (IK 1,84-12,85). Tidak terdapat hubungan signifikan antara pekerjaan sedentari dan ansietas di tempat kerja. Kesimpulan: Terdapat hubungan dimensi WIPL dan PLIW terhadap ansietas di tempat kerja. Hal ini dikarenakan adanya peran ganda dalam pekerjaan dan kehidupan pribadi sehingga menyebabkan terjadinya ansietas di tempat kerja. 

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Background: Anxiety disorders have a prevalence rate of 14.9% among the worldwide population, whereas the Indonesian population has a prevalence rate of 6.1%. The mental health foundation in the UK reports that the incidence of anxiety in the workplace is 12.8%. An inadequate equilibrium between work and personal life has the potential to give rise to mental health conditions, such as workplace anxiety. The presence of workplace anxiety has been shown to have detrimental effects on productivity, as well as an increase in sick leave and financial costs for the company in question. The primary objective of this research is to examine the correlation between work-life balance and workplace anxiety within the context of Indonesia. Methods: This study is an observational analytical study with a cross-sectional design to determine the relationship between sedentary work and work-life balance on work anixety using the 6 items Parker from Job Stress Scale, International Physical Activity Questionnaire Short Form (IPAQ-SF) questionnaire to assess sedentary work, and the adaptive work balance questionnaire from Fisher et al. (2009) which has been validated. The sample size in this study was calculated using the ratio of two proportions, namely 109 samples. Results: A total of 117 workers met the inclusion criteria and were included in the study. The results showed that 23 respondents (19,7%) experienced severe anxiety at work. The average value of the work  anxiety scale is 16.07 with a standard deviation value of 4.647, while the average value of the work-life balance scale is 46.83 with a standard deviation of 8.815. Workers who have a high work-life balance on the WIPL dimension who feel that work interferes with their personal life, have a 3.16 times higher risk of experiencing work anxiety (CI 1.19-8.38) and a high PLIW dimension, who feel that their personal life interferes with their work have a 4.86 times higher risk of experiencing work anxiety (CI 1.84-12.85). There is no significant relationship between sedentary work and work anxiety. Conclusion: There is a relationship between WIPL and PLIW dimensions on anxiety at work. This is due to the dual roles in work and personal life, causing work anxiety."