Open AccessOn surveying of fifth grade mathematical anxiety in term of gender
Author(s) -
Neng Fuzia Afrianti,
Sufyani Prabawanto
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1521/3/032079
Subject(s) - anxiety , mathematical anxiety , mathematics education , mathematical problem , psychology , fieldnotes , curriculum , term (time) , developmental psychology , pedagogy , archaeology , psychiatry , ethnography , history , physics , quantum mechanics
In the education curriculum, mathematics is a compulsory subject that students must learn from elementary school, because of its usefulness for students’ daily lives. However, many obstacles experienced by students in learning mathematics, one of which is mathematical anxiety. So, this study aims to explain how students’ mathematical anxiety is seen from gender factors and their implications. The subjects of this study were 10 grade 5 students, an elementary school in Sumedang. Case study methods are used to understand and analyse students’ mathematical anxiety. The results of the study were obtained from data collected through questionnaires, interviews, and fieldnotes when the mathematics learning process took place, which was then analysed descriptively. During the study, it was observed that the mathematical anxiety of female students tended to be higher when compared to male students. This mathematical anxiety will increase when students face an exam. The implication is that students with high levels of mathematical anxiety tend to be disturbed by their concentration in learning mathematical material. Although this does not all have an impact on the results of student learning tests, but still must be improved in learning situations so that students are more comfortable and mathematical anxiety is more reduced students in following the lesson.