Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram https://e-journal.
id/index.
php/prismasains/index e-mail: prismasains.
pkpsm@gmail.
July 2023.
Vol.
No.
p-ISSN: 2338-4530 e-ISSN: 2540-7899 Analysis of High School Students' Mathematical Problem-Solving Ability Based on Mathematics Anxiety and Gender Cinthia Venita Putri, *Asih Miatun Mathematics Education Study Program.
Faculty of Teacher Training and Education.
Universitas Muhammadiyah Prof.
Dr.
HAMKA.
Jl.
Tanah Merdeka No.
Jakarta 13830.
Indonesia.
*Corresponding Author e-mail: asihmiatun@gmail.
Received: May 2023.
Revised: June 2023.
Published: July 2023 Abstract The purpose of this study was to analyze the mathematical problem-solving abilities (KPMM) of high school students based on math anxiety and gender.
The methodology use in this study is qualitative, specifically using a case study approach.
The study utilized students from SMA Negeri 31 Tangerang Regency, who were in the 11th grade and studying arithmetic sequences and series.
The research subjects were six people, two from each category of math anxiety, chosen through purposive sampling using Winstep and based on an analysis of the person map The instruments used were a six-item math problem-solving ability test and a 27-item math anxiety questionnaire that had been validated by expert lecturers and mathematics teachers and was therefore feasible to Reduction, categorization, synthesis, and a conclusion were all used to analyze the data in this study.
Based to the study's results, gender did not have a significant impact on students' mathematical problem-solving abilities.
However, what distinguished them was the category of math anxiety.
Male and female students with high levels of anxiety in maths were only able to fulfil one KPMM indicators, but those with moderate and low levels of anxiety were able to fulfil three.
Keywords: Problem-Solving Ability.
Math Anxiety, gender How to Cite: Putri.
, & Miatun.
Analysis of High School Students' Mathematical Problem-Solving Ability Based on Mathematics Anxiety and Gender.
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 11.
, 726-742.
doi:https://doi.
org/10.
33394/j-ps.
https://doi.
org/10.
33394/j-ps.
CopyrightA 2023.
Putri & Miatun This is an open-access article under the CC-BY License.
INTRODUCTION
Mathematics makes an important contribution to human life, so it must be studied at all levels of schooling, from elementary to high school (Sumartini, 2.
In addition to possessing numeracy skills, students should also have logical and critical problem-solving abilities when solving problems in the form of routine queries and in the real world (Kusumawardani et al.
Problem solving is the activity of working on word problems, questions that require further thought in the process, implementing mathematics in everyday life, and creating or checking conjectures (Fitria et al.
, 2018.
Hidayat & Evendi, 2.
Mastering problem-solving skills is a crucial ability that students must acquire (Hidayatulloh et al.
, 2020.
Mulyati, 2.
Article 1 of RI Minister of Education and Culture No.
21 of 2016 regarding national education standards states that problem-solving ability is one of the goals of mathematics education that students must attain (Mendikbud, 2.
trying to solve problems, students will develop a way of thinking, begin to be persistent in learning, and increase their curiosity and confidence both in and outside the mathematics class (Laila et al.
, 2.
In addition, when students are able to solve problems, they will learn how to implement what they have learned in everyday life (Elita et al.
, 2.
According to (Sriwahyuni & Maryati, 2.
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students with the convenience and fluency build a concept and make mathematical assumptions, as well as to have a good understanding of the problem.
Weak abilities for problem-solving are not exempt from mathematics learning activities.
Research conducted by (Komarudin, 2.
explains that weak math problem-solving abilities are caused by students having difficulty understanding the problem, choosing a solution step, and re-checking the results of their work.
This is also present since students often memorize math concepts, which impacts to their ability to solve problems (Sriwahyuni & Maryati, 2.
Furthermore, in accordance with (Amam, 2.
, a learning method that motivates students to attempt problem-solving is still inadequate.
It indicates that improving students mathematics skills is crucial specifically their ability to solve problems (R.
Utami & Wutsqa, 2.
A feeling of anxiety that students experience when learning mathematics is the cause of their inability to solve math problems (W.
Hidayat & Ayudia, 2.
According to (Saputra, 2.
, math anxiety refers to a person's emotional expression of fear, tension, or anxiety when confronted with math problems or taking math lessons, expressed in a variety of ways.
Excessive math anxiety could impact learning in the classroom (Hakim & Adirakasiwi, 2.
Research conducted by (Setiawan et al.
, 2.
indicated that problem-solving abilities are connected with math anxiety.
it is suspected that anxiety results from students' inability to understand concepts from the provided material.
According to (F.
Rizki et al.
, 2.
research, there is a reverse correlation between students' math anxiety and ability to solve problems.
Regarding the ability to solve problems, it is undeniable that pupils possess a wide range of problem-solving abilities.
Gender-based differences were the most frequently observed different types (Etmy & Negara, 2.
Men and women will have different psychological and physiological approaches to learning based on gender differences.
these differences can be seen in the manner that they acquire mathematical abilities (Iswanto et al.
, 2.
As shown in studies by (Annisa et al.
, 2.
, female students better than male students regarding of problem-solving abilities.
This is demonstrated by comparison the average rate of male and female participants with correct answers.
Also, according to study done by (Lestari et al.
, male students are better at solving problems than female students.
this is because of male students are normally better at solving problems and writing down exactly what is known and asked in the questions.
Based on early observation at SMAN 31 Tangerang regency, some students encounter difficulties when learning mathematics.
These difficulties consist of fear, difficulty with concentration, unwillingness to learn, and unknowns when solving problems.
According to (A.
Utami & Warmi, 2.
research, these are symptoms of anxiety experienced by students learning mathematics.
The teacher additionally said that students' problem-solving abilities vary, with high-learners being able to solve questions but sometimes being careless and forgetting to write conclusions at the end, while low-learners have difficulty with the teacher's In agreement with (Nur Azizah & Haerudin, 2.
, students' incompetence during lessons makes it hard for them to understand and solve math problems, resulting in low math learning results.
According to research conducted by (Hella Jusra, 2.
, students with low math anxiety tend to have excellent problem-solving abilities, and vice versa.
This is supported by research published by (F.
Rizki et al.
, 2.
that demonstrates a significant correlation between math anxiety and problem-solving abilities.
There is a negative sign in the study's findings indicating that if problem-solving ability is low, the anxiety level is in the high category.
Also, (Tomigolung & F Tauran, 2.
research found that male students had higher anxiety than female students, and (Anggraeni & Herdiman, 2.
found that female students have better problem-solving skills.
The indicators used for the problem-solving ability variable were adapted from (Purnamasari & Setiawan, 2.
and consisted of: .
Finding problems, interpreting problems correctly, stating what is known and being asked.
Planning problem-solving strategies and defining appropriate models or formulas.
Making problem solutions according to plans.
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performing calculations using appropriate methods.
Draw inferences and examine the computations based on the results.
And the indicators used for the math anxiety variable are adapted from (Istiqomah & Miatun, 2.
, whose indicators are derived from (Mahmood & Khatoon, 2.
and (Santoso, 2.
These four indicators are: .
avoiding of math class.
Physical discomfort.
Struggles with learning mathematics.
Inability to solve math Given the importance of mathematical problem-solving abilities, there is a need for research on the analysis of high school students' mathematical problem-solving abilities based on mathematics anxiety and gender.
The difference between this study and previous studies conducted by (Safitri et al.
, 2.
and (Pattisina & Sopiany, 2.
, which both discussed the ability of mathematical problem-solving students, is that it was determined from the math anxiety obtained results that mathematics anxieties had a negative impact on the student's ability to solve problems.
According to the previous presentation, there has been no research on problem-solving abilities as they relate to mathematics anxiety and gender.
Therefore, the novelty of this study resides in the addition of gender variables and the conditions of students who transition from limited face-to-face learning to full asynchronous learning.
The goal of this study is to raise awareness among educators and students regarding the significance of problem-solving abilities.
It aims to motivate students to enhance their mathematical problemsolving abilities, which can help them reduce their anxiety about learning mathematics.
METHOD
This study employs a qualitative case study approach to reveal data collected in the field by analyzing students' problem-solving abilities in relation to math anxiety and gender.
The study was conducted at State High School 31 in the Tangerang district on March 7, 2023, with a total of seventy class XI MIPA candidates.
Using the Google Form link, a math anxiety survey was sent to these students with a goal to obtain research participants.
This study's subjects were recruited using a technique of purposive sampling with the use of the Winstep application, which was derived from an analysis of the person map table using the Rasch model.
Winstep converts Excel raw scores into odd logit or log unit data.
Winstep was able to categorize students into one of three math anxiety categories after analyzing the data (Nurjanah & Alyani, 2.
The research subjects were selected from a selection of a total of six students, with one female and one male student in each anxiety category .
evere, medium, and lo.
Math anxiety, math problem-solving ability tests (TKPMM), and interview guidelines were the instruments that were utilized for this study.
Experts have validated the instrument, so it is suitable for use.
The validity and reliability of the problem-solving ability instrument and the math anxiety questionnaire were tested using SPSS software.
A problem-solving instrument with a total of 6 points had a count r value greater than the table r .
, and a Cronbach's alpha value more than 0.
804 showing that the instrument was valid and reliable.
Because the r count exceeds the r table value .
and the Cronbach's alpha value is 0.
which is greater than 0.
7, 27 statement items from the math anxiety questionnaire can be considered valid and reliable.
The instrument for the math anxiety questionnaire was adapted from (Istiqomah & Miatun, 2.
, whose indicators were derived from (Mahmood & Khatoon, 2.
and (Santoso, 2.
The questionnaire contains 27 questions, which are divided into four indicators: .
avoiding of math class.
Physical discomfort.
Struggles with learning and .
Inability to solve math problems.
The responses are scored using a fivepoint Likert scale: strongly agree (SS), agree (S), neutral (N), disagree (TS), and strongly disagree (STS).
The TKPMM instrument is a six-question description test on Arithmetic Rows and Series material adopted from (Purnamasari & Setiawan, 2.
consisted of: .
Finding problems, interpreting problems correctly, stating what is known and being asked.
Planning problemsolving strategies and defining appropriate models or formulas.
Making problem solutions Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram.
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according to plans, performing calculations using appropriate methods.
Draw inferences and examine the computations based on the results.
Students chosen as research subjects will endure a TKPMM on the Material of arithmetic sequences and series to assess their problem-solving ability.
In addition, interviews were conducted to obtain more specific information regarding answers to the problem-solving test administered to students.
Semi-structured interviews are used to make sure the interview guidelines are followed, but they can also be adapted to the situation so that the researcher can ask questions that aren't in the interview guidelines (Suci & Miatun, 2.
Technical triangulation was utilized to corroborate data and review answers through interviews.
The data analysis technique used uses fixed comparison data analysis techniques, according to Moleong .
, consisting of data reduction, categorization, and synthesis, as well as developing working hypotheses and conclusions.
Observation, mathematics anxiety questionnaires, test descriptions of problem-solving abilities, interviews, and documentation were used to reduce data.
The categorization and synthesis of data is accomplished by presenting data on problem-solving abilities based on math anxiety and gender in narrative form, as determined by the results of the analysis.
Data processing resulted in working hypotheses and conclusions based on students' math anxiety levels and gender.
The problem-solving aptitude test is calculated by combining the results of student work on each indicator, then calculating the percentage of student test results by dividing the student's score by the maximum score and multiplying by 100 percent (Apriyani & Imami.
The obtained scores for each indicator are then categorized according to Table 1.
Table 1.
Categories of Problem-Solving Ability Value Category Code 85,00 Ae 100 Very Good 70,00 Ae 84,99 Good 55,00 Ae 69,99 Average 40,00 Ae 54,99 Deficient 0 Ae 39,99 Very Deficient Source: (Apriyani & Imami, 2.
RESULTS AND DISCUSSION Math Anxiety The categorization of math anxiety was determined using the Winstep application to analyze the research results.
The data is processed based on the Rasch model's analysis of the person map table.
The following information is derived from Winstep results.
Figure 1.
Math Anxiety Person Map Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram.
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Putri & Miatun Based on Figure 1, the results of the data processing of the mathematics anxiety questionnaire for the person section showed that there were 5 students in the category of high math anxiety, 53 students in the category of moderate anxiety, and 12 students in the category of low anxiety.
Next, a pair of students, one male and one female, were chosen to serve as representatives for each category of math anxiety.
Six students were chosen as research subjects based on the results of data processing, consideration of subject teachers, and student learning outcomes in class, as shown in Table 2.
Table 2.
Research Subjects Students Categories Measure High
2,52
High
2,27
Moderate -0,34 Moderate -0,34 Low
-1,48
Low
-1,72
The math anxiety questionnaire scores of 70 students were used to collect data on math Based on the results of previous data processing, math anxiety is categorized into three categories: high, moderate, and low math anxiety.
The results obtained from the student math anxiety questionnaire have been provided in Table 3.
Table 3.
Categories of Math Anxiety Categories of Math Anxiety High Moderate Low Total of Percented Based on Table 3, the analysis of mathematical anxiety levels scores yielded the following results for 70 students: 5 students with high categories .
r 7%), 53 students with moderate categories .
r 76%), and 12 students with low categories .
r 16%).
The category of moderate anxiety is the most common when compared to other anxiety categories.
According to (Ikhsan, 2019.
Juliyanti & Pujiastuti, 2020.
Suci & Miatun, 2.
, moderate anxiety is the most common anxiety category.
Each studentAos conversations will be transcribed and analyzed to determine the problemsolving abilities of the students.
In order to facilitate the writing of interview results, coding is the code for researchers is PNLT, and the code for research subjects is presented in Table 4.
Initials FBS
CDL
OTA
BRS
Table 4.
Code of Subject Research Code Explanation SKTL Subjects with high mathematical anxiety men SKTP Subjects with high mathematical anxiety female SKSL Subjects with moderate mathematical anxiety men SKSP Subjects with moderate mathematical anxiety female SKRL Subjects with low mathematical anxiety men SKRP Subjects with low mathematical anxiety female Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram.
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Putri & Miatun Problem Solving-Ability On the basis of the results of the work on the description of students' understanding of the material Arithmetic Rows and Series, data on problem-solving ability was obtained.
Analysis of each indicator presented in Table 5.
Table 5.
Problem-Solving Ability Test Results Indicators Finding problems, interpreting problems correctly, stating what is known and being asked Planning problemsolving strategies and defining appropriate models or formulas.
Making problem solutions according to plans, performing calculations using appropriate methods.
Draw inferences and examine the computations based on the results (B) (C) (C) (K) (K) (K) (SB) (SB) (SB) (B) (B) (B) (SB) (SB) (SB) (B) (SB) (SB) Average 84,7 84,7 (B) (B) (B) 73,5 75,1 (B) (B) (B) (K) (SB) (SB) (B) (K) (B) (K) (SB) (SK) (SK) (SK) (SK) (SK) (SK) (SB) (SB) (SK) (K) (SK) (B) (B) (SK) (SK) (SK) According to Table 5, each indicator is analysed based on math anxiety and gender.
Each indicator's first line shows the percentage of students based on gender disparities at each level of math anxiety, followed by the average percentage of male and female students based on the overall degree of math anxiety.
The next section of each indicator depicts the average percentage results for each level of math anxiety, as well as the overall average for each TKPMM indicator.
The first line of the TKPMM's initial indicator shows students with high males and female get percentages of 75 and 62.
5 in the good and sufficient categories.
For male and female students, the average percentage of the first indicator is 84.
which falls into the good category.
In the second row, each level obtains a percentage of 68.
7, and 91.
6 for moderate, very good, and very good, respectively.
Therefore, it can be concluded that, for the first indicator, 84.
7 percent of subjects were classified as good.
The results stated in Table 5 are consistent with the findings of (Purnamasari & Setiawan, 2.
, who found that students have the highest average percentage in the first indicator.
In addition, research by (Apriadi et al.
, 2.
indicates that almost all students do not reach the last indicator because they are not accustomed to reviewing their answers.
The analysis of the six subjects shows disparate results.
It will be displayed in question 2 of the problem-solving ability description examination, along with the following questions:
A company produces 4,000 units of products in the first month and 300 additional units per month thereafter.
Determine the quantity of products manufactured during a semester.
Students are required to solve contextual arithmetic problems in this question.
The results of the mathematics problem-solving aptitude test (TKPMM) for male and female subjects in the high, medium, and low anxiety categories are shown in the figure, and the results of the interviews are presented in the table below.
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Subjects with High Math Anxiety Figures 2 and 3 show the TKPMM results of male and female high math anxiety students.
Figure 2.
Results of TKPMM SKTL Figure 3.
Results of TKPMM SKTP The following table 6 provides a summary of the interviews conducted based on the SKTL and SKTP answers:
Table 6.
Problem-Solving Ability Test Interview Results on SKTL and SKTP
SKTL
SKTP
Do you understand question number
Do you understand question number
PNLT
PNLT
SKTL a little bit
SKTP A little bit
Are there arithmetic or geometry Are there arithmetic or geometry PNLT
PNLT
problems in it? Why? problems in it? Why? If I'm not wrong, number 2 is an Arithmetic problems, because the SKTL arithmetic problem.
Why I still don't SKTP difference is still 300 units every Is there something you forgot to Is there something you forgot to PNLT
PNLT
include in known and asked? include in known and asked? Hmm, it looks like I forgot to put SKTL Does not seem SKTP "number of items .
" in the "known" part.
The question shows that products are what does the first month mean in PNLT made during one semester.
What part PNLT
the question? is that? I'm not sure if that's what's known
SKTL
SKTP It is yc1 from the question.
Is the written answer complete or Is the written answer complete or PNLT
PNLT
does it match what was proposed? does it match what was proposed? Yes, if the question is about how I don't think so, but I have no idea SKTL many things there are in a semester.
SKTP what to do next.
the answer is ycO6 or 5,500.
Did you drawn any conclusions and Did you double-check your PNLT
PNLP
review your answers? No.
I usually just write down the SKTL SKTP No conclusion, but I forgot this time.
Figure 2 and the interviews showed that SKTL was hesitant and could not describe the questions being worked on.
SKTL is able to find and interpret problems, but it has difficulty discovering new forms, such as not writing n as the quantity of products manufactured.
SKTL
is incapable of writing problem-solving formulas.
SKTL only writes the ycO6 Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram.
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In addition.
SKTL was only able to solve some of the problems according to plan, namely by only making ycO6 solutions and not searching for ycI6 solutions as the final answer.
the final stage.
SKTL neither draws conclusions nor reviews the obtained answers.
On the basis of the previous explanation, it can be concluded that SKTL does not comprehend the material for arithmetic sequences and series, and thus is less capable of completing TKPMM well.
According to (Aminah & Ayu Kurniawati, 2.
ignorance of a mathematical concept can lead to a mistake.
Based on Figure 3 and the results of the interviews.
SKTP did a fine job of answering the researcher's questions and explaining the types of questions being worked on during the In terms of the first indicator.
SKTP is quite capable of finding and interpreting problems.
However, in explaining what was known and requested.
SKTP erred by using ycO1 as the initial term and skipping n as the quantity of products produced.
SKTL is incapable of writing the formula used in solving problems.
SKTL only writes the ycO6 formula.
In addition.
SKTL was only able to solve some of the problems according to plan, namely by only making ycO6 solutions and not searching for ycI6 solutions as the final answer.
SKTP has derived conclusions from the obtained results but has not reviewed the calculations.
On the basis of the previous explanation, it can be concluded that SKTL does not comprehend the material for arithmetic sequences and series, and thus is less capable of completing TKPMM well.
In accordance with research conducted by (N.
Rizki et al.
, 2.
, female students have difficulty understanding problems, namely incompleteness and inaccuracy when writing is known in questions, when making plans, and when writing formulas that are not yet correct, resulting in incorrect results when performing calculations and not proving the answers obtained.
Subjects with Moderate Math Anxiety Figures 4 and 5 show the TKPMM results of male and female high math anxiety students.
Figure 4.
Results of TKPMM SKSL Gambar 5.
Results of TKPMM
- SKSP
The following table 7 provides a summary of the interviews conducted based on the SKTL and SKTP answers:
Table 7.
Problem-Solving Ability Test Interview Results on SKSL and SKSP
SKSL
SKSP
Do you understand question number
Do you understand question number
PNLT
PNLT
SKSL Understand
SKSP A little bit
Are there arithmetic or geometry Are there arithmetic or geometry PNLT
PNLT
problems in it? Why? problems in it? Why? Arithmetic problems, because the Arithmetic problems, because 300 is SKSL difference is still 300 units every SKSP added to each month.
Is there something you forgot to What does the first month mean in PNLT
PNLT
include in known and asked? the question? Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram.
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Putri & Miatun
SKSL
PNLT
SKSL
PNLT
SKSL
Analysis of High School Students' a.
SKSL
SKSP
I don't think so, because I have SKSP It is yc1 everything written down.
The question shows that products How should the second question be are made during one semester.
What PNLT answered? What formula do you part is that? It must search ycOycu and ycIycu .
Initialy.
IAom sorry.
I wasnAot careful SKSP the formula ycOycu = yca .
cu Oe .
yca was used.
Do you know the formula for Did you double-check your PNLT calculating ycIycu ? SKSP Sorry.
IAom forget about ycIycu formula Did you double-check your PNLT SKSP No Based on Figure 4 and the interview results.
SKSL can explain the answers well.
SKTL
is able to find and interpret problems, but it has difficulty discovering new forms, however, careless when mentioning the known in the problem and incorrect when using ycO1 as the first SKSL excels at making problem solutions according to plans, performing calculations using appropriate methods.
However.
SKTP did not reexamine the obtained answers and only drew conclusions.
On the basis of these answers, we can conclude that SKSL is quite capable of completing TKPMM.
according to (Isnaini et al.
, 2.
, students' abilities when comprehending problems, planning solutions, and implementing them fall into the good category, but when re-examining, they fall into the poor category.
Based on Figure 5 and interview results.
SKSP is able to explain the answers given.
SKTL is able to find and interpret problems, however, it was incorrect to state what was known and requested, specifically when using ycO1 as the initial term.
SKSP is unable to write down the formulas used to solve problems.
SKSP only records the ycO6 formula.
Furthermore.
SKSP could only solve some of the issues as planned.
SKSP did not calculate ycI6 .
SKSP is capable of drawing conclusions, but not reviewing calculations.
On the basis of the provided responses, it can be concluded that SKTL is less capable of completing TKPMM.
According to the findings of (Gunanda & Roswiani, 2.
study, when solving problems, students were less meticulous, forgot, did only a portion of the problem solving, and were in a hurry to work on the questions.
Subjects with Low Math Anxiety Figures 6 and 7 show the TKPMM results of male and female high math anxiety students.
Figure 6.
Resulf of TKPMM SKRL Figure 7.
Result of TKPMM SKRP The following table 8 provides a summary of the interviews conducted based on the SKTL and SKTP answers:
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Putri & Miatun Analysis of High School Students' a.
Table 8.
Problem-Solving Ability Test Interview Results on SKRL and SKRP
SKRL
SKRP
PNLT Do you understand question PNLT Do you understand question number number 2? SKRL Understand SKRP Understand PNLT Are there arithmetic or geometry PNLT Are there arithmetic or geometry problems in it? Why? problems in it? Why? SKRL Arithmetic problems, because the SKRP Arithmetic problems, because 300 difference is still 300 units every units are added each month.
PNLT Is there something you forgot to PNLT Are you sure that ycO1 is the first month include in known and asked? in arithmetic? SKRL Yes, a semester is 6 months or n SKRP Should yca Are you used to deriving PNLT Did you double-check your answers? PNLT conclusions from the answers you SKRP On question 2.
I didn't double-check.
However, if the questions are in the SKRL I wrote it down if I can remember.
form of concepts, like in questions 1 and 4.
I prove the answers.
Did you double-check your PNLT SKRL No Based on Figure 6 and the results of the interviews.
SKRL can confidently respond to the researcher's questions.
SKRL is able to identify and interpret problems, but it is less thorough when describing what is known in the questions.
SKSL excels at making problem solutions according to plans, performing calculations using appropriate methods.
However.
SKSL not draws conclusions or reviews the obtained answers.
On the basis of these answers, it was concluded that SKRP was able to complete TKPMM.
Agreed with (Aras et al.
, 2.
In the re-examination phase, male students did not examine the answers they had obtained and were satisfied with their results, despite the fact that they had occasionally made unconscious errors during the calculation process.
Based on Figure 7 and the results of the interviews.
SKRL can confidently respond to the researcher's questions.
SKRL is able to identify and interpret problems, but careless in using ycO1 as its initial term.
SKRP excels at planning problem-solving strategies, but it does not record the formula used to compute ycOycu , instead entering the numbers directly.
SKSP can solve problems according to plans and perform calculations using the right method.
SKRP is able to draw conclusions based on the responses obtained.
SKRP does not review the answers to question 2 and has only reviewed the calculations for two questions in the form of a concept.
On the basis of these answers, it was concluded that SKRP was able to complete TKPMM.
According to (Harti & Imami, 2.
, female students have adequate problemsolving abilities.
SKRP excels at problem planning and problem planning execution, but in the final stage it only writes conclusions and does not provide evidence of its work.
According to the findings of the research.
SKTL and SKTP have poor problem-solving as a consequence, they cannot complete TKPMM properly.
SKSL has sufficient problem-solving abilities, whereas SKSP has insufficient problem-solving abilities.
Meanwhile.
SKRL and SKRP have good problem-solving abilities, allowing them to finish well in TKPMM.
The following is a description based on the results of TKPMM and interviews for all mathematical problem-solving ability indicators based on the overall subject of mathematical anxiety and gender, which will be described in Table 9.
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Table 9.
Description of Mathematical Problem-Solving Ability based on Mathematical Anxiety and Gender The Subject of G The Subject of High Math The Subject of Low Moderate Math Anxiety Math Anxiety Anxiety Finding problems, interpreting problems correctly, stating what is known and being asked SKTL is able to meet the first TKPMM indicator.
In response to question 2, the SKTL only recorded what was partially known and requested, while for question 3, the SKTL did not record anything.
SKSL is highly capable TKPMM's In answer to question 2.
SKSL was describing what was known and requested.
SKRL is highly capable of achieving the first indicator of TKPMM.
In response to question 1 and 2, the SKTL only recorded what was SKTP is enough to satisfy the first indicator on TKPMM.
SKTP determined P the initial arithmetic term Then, for questions 3 and 5, do not write down exactly what is known.
SKSP is highly capable of achieving the first indicator of TKPMM.
In question 2.
SKSP determined the initial SKRP is highly capable of achieving the first indicator of TKPMM.
In question 2.
SKSP determined the initial arithmetic term Planning problem-solving strategies and defining appropriate models or SKTL has less ability to meet the second indicator on the TKPMM.
In question 2.
SKTL was only able to devise a part of the problem-solving process.
L namely finding ycO6 .
SKTL had trouble building the formula for numbers 3 and 4 since he was unable to differentiate the question type, so he couldn't design problem management.
SKTP has less ability to meet the second indicator on the TKPMM.
In question 2.
SKTL could only plan a portion of the problem-solving P namely searching for ycO6 .
question 6, he incorrectly determined r.
and in questions 3 and 4, he is unable to plan a SKSL is capable of achieving the second indicator of TKPMM.
In planning a problemsolving strategy for question 3.
SKSL incorrectly determined n, and in question 4.
SKSL did not write down the calculation to determine yc on the SKSP is capable of achieving the second indicator of TKPMM.
On question 2.
SKSP was able to design a portion of the problem management, notably the discovery of ycO6 .
SKSP was incorrect in determining yc.
SKRL is capable of achieving the second indicator of TKPMM.
When problem-solving strategy for questions 1 and 4.
SKRL didn't write down on the worksheet how to determine a and r.
SKRP is highly capable of achieving the second indicator of TKPMM.
However, in question 2.
SKRP did not write down the ycOycu formula.
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Making problem solutions according to plans, performing calculations using appropriate methods.
SKTL has less ability to meet the third indicator on the TKPMM.
SKTL was careless with the calculations.
SKTL wrote 1 L 3ycu Oe 3 in the final result, but it may be shortened to 3ycu Oe 2.
number 2, it doesn't count ycIycu .
Then, on questions numbers 3 and 4, he did not carry out any SKTP has less ability to meet the third indicator on the TKPMM.
In question number 2.
SKTP does not calculate ycIycu .
In the third, fourth, and fifth P question.
SKTP did not record the solution or calculation.
And in the sixth question.
SKTL's search for yc was incorrect, resulting in an incorrect SKSL is highly capable of achieving the third indicator of TKPMM.
However.
SKSL incorrectly determined yc in preventing him from calculation correctly.
SKRL is highly capable of indicator of TKPMM.
SKRL is able to solve problems according to plan SKSP is capable of achieving the third indicator of TKPMM.
In question 2.
SKSP did not calculate ycIycu , and in question 3.
SKSP was unable to complete the calculation because it yc SKRP is capable of indicator of TKPMM.
SKRP is able to solve problems according to plan Draw inferences and examine the computations based on the results SKTL unable to satisfy the fourth indicator on the TKPMM.
SKTL can only derive conclusions based on the obtained answers, but cannot re-prove them.
SKSL unable to satisfy the fourth indicator on the TKPMM.
SKSL
just draws conclusions on some of the questions and is not utilized to prove the obtained answers.
SKRL unable to satisfy the fourth indicator on the TKPMM.
SKRL simply draws conclusions and does not prove answers.
SKTP unable to satisfy the fourth indicator on the TKPMM.
SKTP only drew P conclusions number 2 and did not reexamine the answers.
SKSP unable to satisfy the fourth indicator on the TKPMM.
SKSP can only derive conclusions based on the obtained answers, but cannot reprove them.
SKSP has less ability to meet the fourth indicator on the TKPMM.
SKRP
draws conclusions and reviewed the calculations on questions 1 and 4.
According to Table 9, high-anxiety male and female students can only meet the first TKPMM indicator.
This is consistent with Table 5, which reveals that both male and female students averaged 75 and 62.
5 marks in the good and sufficient categories, respectively.
Male and female students with moderate and low levels of anxiety can meet three TKPMM This is also consistent with Table 5, which shows that male and female students with moderate anxiety receive average scores of 91,6 and 95,8 on the first indicator, indicating that both categories are excellent.
Male and female students with low anxiety received scores 50 and 95.
80, both of which are excellent.
On the second indicator, male and female Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram.
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students with moderate anxiety score an average of 83.
3 in the good category, while male and female students with a low anxiety score an average of 83.
3 and 91.
6, respectively, in the good In regard to the third indicator, male and female students with moderate anxiety receive average scores of 91.
6 and 83.
3 in the very good and good categories, respectively, whereas both male and female students with a low anxiety receive average scores of 100 in the very good category.
Male and female students with moderate and low math anxiety bettered those with high math anxiety.
According to research conducted by (Setiawan et al.
, 2.
, students with high anxiety do not comprehend the material and experience nervous when answering questions.
According to research conducted by (Satriyani, 2.
, students with high math anxiety struggle to comprehend the problem, resulting in answers that do not match the questions posed.
In their research, (Eka et al.
, 2.
found that students with a low math anxiety are able to interpret problems, design problem management plans, and implement resolution plans, but have not been able to re-examine.
In addition, math anxiety hinders students' ability to solve mathematical problems.
This is consistent with the findings of (F.
Rizki et al.
, 2.
which indicates that students' problem-solving abilities will decrease as their math anxiety increases.
The results indicated that there was no significant difference between male and female students in TKPMM.
In accordance with the findings of (Novikasari, 2.
and(Indrawati & Tasni, 2.
there is no significant difference between the cognitive problem-solving abilities of male and female students, (Hardy et al.
, 2.
also stated in their research findings that there were no gender-related differences in math problem-solving abilities.
Basically, what makes the difference is the category of students' math anxiety.
Students in the high anxiety category .
oth male and femal.
can only meet the first TKPMM indicator, while students in the medium and low anxiety categories can meet all three indicators.
In accordance with the research of (Safitri et al.
, 2.
, students with low anxiety can only meet the first indicator of TKPMM, but students with moderate anxiety can meet all three indicators, as well as research conducted by (Himawan, 2.
, which explains that students with low anxiety are already able to meet the three TKPMM indicators, but at the stage of rechecking answers, students experience errors and difficulties.
Based on the results of the analysis, it is known that math anxiety has an effect on math problem-solving abilities, as demonstrated by students who are less able to derive conclusions from the obtained answers and review calculations.
This is consistent with research conducted by (Isnaini et al.
, 2.
, which found that students frequently do not compose conclusions and review calculations because they are not accustomed to doing so.
Even though checking again is important to check for mistakes and avoid mistakes that occur when solving problems ((Anggraeni & Kadarisma, 2.
CONCLUSION
Results and discussion of the study showed that the majority of students who experienced math anxiety were in the moderate anxiety category.
5 or 7% of students have high math anxiety, 53 or 76% have moderate anxiety, and 12 or 17% have low anxiety.
The conclusion of this study is that male and female students with high math anxiety can only meet the indicators finding problems, interpreting problems correctly, stating what is known and being asked, where students are quite capable of mentioning the information and problems that exist in the problem.
Male and female students with moderate and low levels of anxiety are able to meet the following three indicators of problem-solving abilities: Finding problems, interpreting problems correctly, stating what is known and being asked.
Planning problem-solving strategies and defining appropriate models or formulas.
and Making problem solutions according to plans, performing calculations using appropriate methods, where students are able to mention what is known and asked, manage problems, write formulas, and make appropriate However, students in the high, medium, and low categories are unable to meet the indicators of drawing conclusions and reviewing calculations based on the answers obtained.
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this is because students are not used to drawing conclusions and examining calculations So, it can be concluded that the problem-solving skills of male and female students are equivalent.
RECOMMENDATION
The researcher makes the following recommendations based on the aforementioned research findings and conclusions: .
Familiarize students with methods for solving problems, as problem-solving is one of the goals of mathematics education.
Questions about students' problem-solving abilities should be more varied, ranging from simple to complex.
Researchers and educators can use the information in this article to learn more about the effects of math anxiety and gender on students' problem-solving ability.
REFERENCES