Students Phobias of Mathematics Teachers at Fourth Grade Elementary School
Pobia Peserta Didik pada Guru Matematika di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.6281Keywords:
Phobias, students, mathematics teachersAbstract
This research was conducted with the background of existing issues faced by students when the mathematics teacher was teaching. The objective of study is to obtain data related to the causes of mathematics teacher phobia among 4th gradestudent in elementary schools. This research method used descriptive qualitative with a case study design and data collection techniques in the form of interviews, observations, and questionnaires conducted on students in 4th-grade elementary schools. The results of the study show that the punishment given by the teacher can make students phobia of the teacher because each tudent has different conditions. The phobia of students towards math teachers may arise due to the implementation of progressive discipline by the teacher toward each student. As a result, phobia can be shown directly from students, for example students are afraid when dealing with math teachers so they will stay away from them as much as possible.
Downloads
References
C. F. Okafor and U. S. Anaduaka, “Nigerian School Children and Mathematics Phobia: How the Mathematics Teacher Can Help,” Am. J. Educ. Res., vol. 1, no. 7, pp. 247–251, 2013, doi: 10.12691/education-1-7-5.
Y. Purnomo, “Pengaruh Sikap Siswa pada Pelajaran Matematika dan Kemandirian Belajar Siswa terhadap Prestasi Belajar Matematika,” JKPM (Jurnal Kaji. Pendidik. Mat., vol. 2, no. 1, p. 93, 2017, doi: 10.30998/jkpm.v2i1.1897.
N. T. Onal and U. Buyuk, “http://ejes.eu/wp-content/uploads/2021/04/2.SCIENCE-EDUCATION-FOR-GIFTED-STUDENTS-OPINIONS-OF-STDENTS-PARENTS-AND-TEACHERS.pdf,” Eur. J. Educ. Sci., vol. 8, no. 1, pp. 15–32, 2021, doi: 10.19044/ejes.v8no1a15.
N. Muhammad, Multitasking Teacher : Menjadi Guru Yang Mampu Mencerdaskan Siswa dan Sekolah Kelas Sempurna. Araska, 2019.
Muh., “Peran Guru Dalam Pengembangan Pembelajaran,” J. Inspiratif Pendidik., vol. 5, no. 2, pp. 274–285, 2016, [Online]. Available: http://journal.uin-alauddin.ac.id/index.php/Inspiratif-Pendidikan/article/view/3480.
R. Windari and L. Belakang, “( Corporal Punishment ) Pada Anak Di Lingkungan Sekolah,” vol. 4, no. 3, 2015.
Y. Arthur, S. Addo, and J. Annan, “Student Mathematics Interest in Ghana: The Role of Parent Interest, Gender, Basic School Attended and Fear of Basic School Mathematics Teacher,” Adv. Res., vol. 5, no. 5, pp. 1–8, 2015, doi: 10.9734/air/2015/19889.
Mulhamah, “Fobia dalam Pembelajaran Matematika di Pendidikan Dasar,” El-Midad J. Jur. PGMI, vol. 10, no. 1, pp. 1–12, 2018, [Online]. Available: https://journal.uinmataram.ac.id/index.php/elmidad/article/view/501.
N. Sulistyani and H. Retnawati, “Jurnal riset pendidikan matematika,” Ris. Pendidik. Mat., vol. 2, no. 2, pp. 197–210, 2015.
J. W. Cresswel, 30 Keterampilan esensial untuk penelitian kualitatif. Pustaka Pelajar, 2018.
R. Garcia, “Neurobiology of fear and specific phobias,” Learn. Mem., vol. 24, no. 9, pp. 462–471, 2017, doi: 10.1101/lm.044115.116.
E. Anantayudha and N. Putra, “Studi Pustaka Phobia Spesifik ( Zoophobia ) Studi Puskata Phobia Spesifik ( Zoophobia ),” 2022.
I. W. Anita, “Pengaruh Kecemasan Matematika (Mathematics Anxiety) Terhadap Kemampuan Koneksi Matematis Siswa Smp,” Infin. J., vol. 3, no. 1, p. 125, 2014, doi: 10.22460/infinity.v3i1.43.
H. Yin, L. Shi, W. W. Y. Tam, and G. Lu, “Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs,” Stud. Educ. Eval., vol. 66, no. December 2019, p. 100905, 2020, doi: 10.1016/j.stueduc.2020.100905.
H. Eidlin Levy and O. Rubinsten, “Numbers (but not words) make math anxious individuals sweat: Physiological evidence,” Biol. Psychol., vol. 165, no. September, p. 108187, 2021, doi: 10.1016/j.biopsycho.2021.108187.
N. R. Siregar, “Persepsi siswa pada pelajaran matematika: studi pendahuluan pada siswa yang menyenangi game,” Pros. Temu Ilm. X Ikat. Psikol. Perkemb. Indones., pp. 224–232, 2017.
Y. Ismail, “MEMBANGUN SIKAP POSITIF UNTUK MENGHINDARI,” vol. 9, no. 2, pp. 134–140, 2021.
H. B. Khoshaim, “Mathematics teaching using word-problems: Is it a phobia!,” Int. J. Instr., vol. 13, no. 1, pp. 855–868, 2020, doi: 10.29333/iji.2020.13155a.
R. Maharani, M. Marsigit, and A. Wijaya, “Collaborative learning with scientific approach and multiple intelligence: Its impact toward math learning achievement,” J. Educ. Res., vol. 113, no. 4, pp. 303–316, 2020, doi: 10.1080/00220671.2020.1806196.
S. Warner and A. Kaur, “The Perceptions of Teachers and Students on a 21st Century Mathematics Instructional Model,” Int. Electron. J. Math. Educ., vol. 12, no. 2, pp. 193–215, 2021, doi: 10.29333/iejme/609.
E. Oppermann and R. Lazarides, “Elementary school teachers’ self-efficacy, student-perceived support and students’ mathematics interest,” Teach. Teach. Educ., vol. 103, p. 103351, 2021, doi: 10.1016/j.tate.2021.103351.
Downloads
Additional Files
Posted
License
Copyright (c) 2024 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
