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"Misalkan G(V(G),E(G)) adalah suatu graf dengan V(G) yang merupakan himpunan simpul tak kosong dan E(G) yang merupakan himpunan busur. Jika B adalah matriks antiadjacency dari graf berarah G ⃗, maka dapat dibentuk suatu polinomial karakteristik det⁡〖(λI-B((G)) ⃗)〗. Sifat-sifat polinomial karakteristik matriks antiadjacency dari graf berarah asiklik sudah dibahas, akan tetapi sifat untuk graf berarah yang memuat subgraf lingkaran belum diketahui. Pada skripsi ini diberikan sifat-sifat polinomial karakteristik matriks antiadjacency dari graf berarah siklik, khususnya graf lingkaran berarah (C_n ) ⃗ dan graf lingkaran berarah dengan penambahan satu chord (C_n^t ) ⃗.

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Let G(V(G),E(G)) be a graph with V(G) which is a nonempty set of vertices and E(G) which is a set of arcs. If B is an antiadjacency matrix of a directed graph G ⃗, then its characteristic polynomial det⁡〖(λI-B((G)) ⃗)〗. The properties of the characteristic polynomial of antiadjacency matrix of acyclic directed graph has been discussed. However, the properties of the directed graph contains a circle subgraph is unknown. In this thesis the properties of antiadjacency matrix characteristic polynomial of a cyclic directed graph is given, specifically for directed cycle graph (C_n ) ⃗ and directed cycle graph with the addition of one chord (C_n^t ) ⃗. "

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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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