Mathematics Anxiety pada Calon Guru SD/MI
Faktor Terkait, Dampak, dan Strategi Pembelajaran
DOI:
https://doi.org/10.31004/anthor.v3i5.1355Keywords:
Mathematics Anxiety, Calon Guru SD/MI, PGMI, PGSD, Systematic Literature Review, PRISMAAbstract
Mathematics anxiety merupakan salah satu faktor afektif yang dapat memengaruhi proses belajar, performa akademik, dan kesiapan calon guru dalam mengajarkan matematika. Penelitian ini bertujuan untuk menganalisis karakteristik penelitian, faktor-faktor yang berkaitan dengan mathematics anxiety, dampaknya, serta strategi pembelajaran atau intervensi yang digunakan pada mahasiswa calon guru SD/MI. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA 2020. Penelusuran artikel dilakukan pada Scopus, ERIC, Google Scholar, dan GARUDA terhadap publikasi periode 2018–2023. Sebanyak 23 artikel memenuhi kriteria inklusi dan dianalisis. Kualitas metodologis studi dinilai menggunakan Mixed Methods Appraisal Tool (MMAT) 2018, sedangkan data disintesis secara naratif dan tematik. Hasil review menunjukkan bahwa mathematics anxiety pada calon guru SD/MI berkaitan dengan faktor afektif-personal, kemampuan dan pengalaman akademik, keyakinan serta pengalaman belajar matematika sebelumnya, lingkungan pembelajaran dan evaluasi, serta karakteristik latar belakang tertentu. Dampaknya mencakup hasil belajar, penguasaan materi, self-efficacy, self-confidence, sikap dan identitas matematis, serta kesiapan mengajar. Strategi yang dilaporkan meliputi Inquiry-Based Learning, pembelajaran kolaboratif, mindfulness, penguatan mathematical content knowledge, peningkatan self-efficacy, lingkungan belajar suportif, dan strategi coping. Temuan ini menegaskan perlunya pengembangan pembelajaran matematika calon guru SD/MI yang mengintegrasikan aspek kognitif, afektif, dan profesional.
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