ANALISIS LEARNING OBSTACLE MURID KELAS VIII DALAM MENYELESAIKAN SOAL LITERASI MATEMATIS DITINJAU DARI KECEMASAN MATEMATIS

Risa Agistriani Muchidin; Tatang Herman; Nanang Priatna

doi:10.29100/jp2m.v12i1.9140

ANALISIS LEARNING OBSTACLE MURID KELAS VIII DALAM MENYELESAIKAN SOAL LITERASI MATEMATIS DITINJAU DARI KECEMASAN MATEMATIS

Risa Agistriani Muchidin, Tatang Herman, Nanang Priatna

Abstract

Penelitian ini bertujuan untuk menganalisis learning obstacle yang dialami murid dalam menyelesaikan soal literasi matematis dengan mempertimbangkan tingkat kecemasan matematis mereka. Kecemasan matematis merupakan faktor afektif yang memengaruhi proses berpikir murid. Subjek penelitian adalah 79 murid kelas VIII di salah satu SMP di Jakarta yang dipilih melalui purposeful sampling. Penelitian menggunakan pendekatan kualitatif fenomenologi dengan instrumen berupa angket kecemasan matematis (adaptasi ESSA), tes literasi matematis (adaptasi soal PISA), wawancara semi-terstruktur, dan observasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa murid mengalami berbagai tingkat kecemasan yang dipengaruhi oleh faktor beban tugas, ekspektasi orang tua dan guru, serta rendahnya rasa percaya diri. Kecemasan yang dialami memunculkan learning obstacle dalam penyelesaian soal literasi. Namun demikian, kecemasan tinggi tidak selalu memperburuk learning obstacle karena dengan manajemen kecemasan yang baik hambatan dapat berkurang. Sebaliknya, murid dengan kecemasan rendah tetap mengalami learning obstacle seperti epistemological obstacle dan ontogenic obstacle, meskipun disertai sikap acuh. Kesimpulannya, kecemasan matematis berperan dalam memunculkan learning obstacle pada kemampuan literasi matematis, namun dampaknya bergantung pada kemampuan individu dalam mengelola kecemasan. Temuan ini mengimplikasikan pentingnya perhatian guru terhadap aspek afektif dalam pembelajaran matematika.

Keywords

literasi matematis; kecemasan matematis; learning obstacle

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DOI: https://doi.org/10.29100/jp2m.v12i1.9140

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