This paper examines the views of pre-service teachers with regard to the dominaned factors of mathematics anxiety. There were a total of 50 pre-service teachers consisting of; 25 pre-service elementary school teachers, and 25 pre-service secondary mathematics teachersinvolved in this study. Questionnaires are used as data collection tools to see what the participants think about the dominaned factors of mathematics anxiety. The notion of “obstacles to teaching” is used as a framework to analyze the collected data. The analysis is carried out on the basis of three main categories to which teachers attribute views of mathematics anxiety; epistemological causes, psychological causes, and pedagogical causes. The data analysis reveals that pre-serviceteachers’ views toward mathematics anxiety tend to related factor, namely psychological causes. 

Keywords: mathematics anxiety, pre-service teachers, teachers’ view

Bobbi , Rahman

Dina , Ladysa

Sindi , Amelia

English

Lumbung Pustaka UNY  (UNY Repository)

PROCEEDING                                                      ISBN : 978 – 979 – 16353 – 7 – 0       This paper has been presented at International Seminar and the Fourth National Conference on Mathematics Education 2011 “Building the Nation Character through Humanistic Mathematics Education”. Department of Mathematics Education, Yogyakarta State University, Yogyakarta, July 21-23 2011 P – 73 Pre-Service Teachers’ Views Toward Mathematics Anxiety  Dina Ladysa, Sindi Amelia, Bobbi Rahman Study Programme of Mathematics Education, Postgraduate Programme, Indonesia University of Education (UPI) Jl. Dr.Setiabudhi 229, Bandung 40154 Email : smansa.dina@yahoo.com, achacia88@yahoo.com, bob_by04@yahoo.co.id Contact Person : 085279176987, 085265889327, 081365940740  Abstract  This paper examines the views of pre-service teachers with regard to the dominaned factors of mathematics anxiety. There were a total of 50 pre-service teachers consisting of; 25 pre-service elementary school teachers, and 25 pre-service secondary mathematics teachersinvolved in this study. Questionnaires are used as data collection tools to see what the participants think about the dominaned factors of mathematics anxiety. The notion of “obstacles to teaching” is used as a framework to analyze the collected data. The analysis is carried out on the basis of three main categories to which teachers attribute views of mathematics anxiety; epistemological causes, psychological causes, and pedagogical causes. The data analysis reveals that pre-serviceteachers’ views toward mathematics anxiety tend to related factor, namely psychological causes.  Keywords: mathematics anxiety, pre-service teachers, teachers’ views    I. Introducton a. Background  There isadirectly proportionalrelationshipbetweenglobalcompetitionandhuman resources.That is,the morecomplexandglobal competitionwilldemand improvements inthe quality ofhuman resourcesas well.Emergence oftechnologyandtechnological innovationas evidencethat countriesarecompetingglobally. Of course,these innovationscame froma good education. Look atthe factthatall developed countriescan thrivebecausethey are veryaware of theconcern forqualityeducation.Therefore, I think we allagreeifplaced educationasdeterminants ofthe level of qualityhuman resources.  Teachersandhowteachersteachinmathematicsbegan to receivespecialattention, especially thelast two decades. Attitudesof teachers(Phlippou &christou, 1998), beliefs(Stipek, Givvin, Salmon, &MacGyvers, 2001), the ability ofthe material(Lichevski &Vinner, 1998), knowledge ofpedagogic(An, Kulm, &Wu, 2004)andknowledge ofpedagogytechnology(Niess et al., 2009)all of which areaspects ofresearchin teacher education. Competenceofthese areasaffect studentsin learningmathematics. Related to this research, provedempiricallythat PROCEEDING                                                      ISBN : 978 – 979 – 16353 – 7 – 0       International Seminar and the Fourth National Conference on Mathematics Education 2011 Department of Mathematics Education, Yogyakarta State University 772            Yogyakarta, July 21-23 2011 thecontentknowledge, pedagogical, andtheir belief inmathematics hasa strong influence on(Ball, Thames, &Phelps, 2008; Verschaffel, Greer, &Torbeyns, 2006;Askew, Brown, Rhodes, William, &Johnson,1997;LamBrown, Askew, Lamb&Booker, 2004;McClain&Bowers, 2000). Anxiety is often grown on prospective teachers and teachers in teaching mathematics. The anxiety that occurs in teachers and teacher candidates will have an effect on students, can even be contagious to student self.Belief Ohma (in Wahyudin 2010), anxiety is a psychological and physiological state characterized by the components of the somatic, emotional, and behavioral. These components combine to create an uneasy feeling that usually related with anxiety, worry, or fear. Anxiety is a generalized condition of feelings that can often arise in the absence of stimulus triggers were identified. Therefore, be distinguished from fear anxiety, which arises in the presence of threat observed. In addition, the fear associated with specific behaviors and avoidance of self-escape, while the anxiety caused by threats that are considered uncontrollable or unavoidable. Anxietyreasonablemanwould notinterfere witheverydaylife, andwillencourage individualsto be more carefulin dealing withthreatening situations(Bernstein, 1994). Freud(1954)looked atanxietycaused bysituations thatthreatentocauseimpotenceindividu. Anxietyata certainlevelcan be consideredaspartofa normalresponsetocope withdaily problems, butwhenanxietydeveloped into ahighlyredundant, then theanxietywill beincluded in theclassification ofanxietydisorders. Similarway,Whitehead(1985)looked atanxietyas anindividualexperiencearisingfromdealing with conflict, tension, threat offailure, ora feeling of notsafe.Shulman(1986)revealsthe importanceof teachersin dealing withstudentsandthat is whyteachersare consideredcentralwouldbeaneasymatter/difficult forstudent.Therefore, researchersinterested in conductingresearch withthe title"Pre-Service Teachers' ViewsTowardMathematicsAnxiety".  b. Formulation of The Problema This studywilllook atandanalyze theprospective teachersof mathematicsanxiety. The inventionwill be guidedby followingthe following questionsasthe formulation ofresearch problems: 1. How doprospective teachersof mathematicsanxiety? PROCEEDING                                                      ISBN : 978 – 979 – 16353 – 7 – 0       International Seminar and the Fourth National Conference on Mathematics Education 2011 Department of Mathematics Education, Yogyakarta State University Yogyakarta, July 21-23 2011   773 2. How doesthe influence ofpsychologicalfactors, epistemological, andpedagogisofprospective teachersof mathematicsanxiety? 3. Whichfactorshave thegreatest influence onprospectiveteachers'mathematicsanxiety? 4. How isthe relationshipbetweenthe dominant factorofprospective teachersof mathematicsanxiety? 5. How isthe relationshipbetweenthe twodominantfactors? 6. How isthe relationshipbetweenthe twodominantfactorsofprospectiveteachers'mathematicsanxiety?  c. Goal of The Research Based on theformulation of the problemonthepurposeof this studyare: 1. Toanalyze theprospectiveteachers'mathematicsanxiety. 2. To findthe cause ofthe dominantfactorsofanxietymathematicallyin a potentialteacher. 3. Todetermine the relationshipbetweenthe dominant factorto anxietymathematicalprospective teachers  d. Benefit of The Research The resultsof this studyis expected to benefitandinputmeans forresearchersandprospective teachers. Benefitsand inputinclude: 1. ForResearchers Toprovideinformationaboutanxietyprospective teachersin teachingmathematicsand factorsthat influence it. 2. ForProspectiveTeachers Givinginsightandpreventivemeasuresto prospectiveteachers toteachwith a maximum ofknowingwhat factorsare influencinganxietyin teaching.  II. Research Method a. Design The research method used in this study was mixed method research using exploratory, which aims to find a picture of anxiety prospective teachers in teaching mathematics and factors that influence it, followed by a statistical test to strengthen the research results. Use of these research methods because research is intended to describe PROCEEDING                                                      ISBN : 978 – 979 – 16353 – 7 – 0       International Seminar and the Fourth National Conference on Mathematics Education 2011 Department of Mathematics Education, Yogyakarta State University 774            Yogyakarta, July 21-23 2011 and analyze phenomena, events, social activities, attitudes, beliefs, perceptions, thoughts of people individually or in groups. Some descriptions are used to discover the principles and explanations that lead to the inference (Udin. Saud S., 2007: 85). Data obtainedin this studyis the datain the form ofdescriptions, explanationsofthe timegreetingor wordofthe subjectorobjectof research, asopinionSugiyono(2007:98). "Data obtained by the method ofqualitativedataisdescriptive dataprimarilyin the form ofgreetingat the time ofwritingexplanationsorthe object itself". This qualitative studyusesqualitativeresearchnon-interactive or analyticalresearch, this studyexamined databased on analysisof documentsobtained directlyor indirectlyfromthe observations. Inthisstudyconducteda qualitativestudyusingcasestudyresearchdesign, becausethis study focusedonaphenomenon thatis selectedand want tobe understoodin depth, regardless ofotherphenomena. Onephenomenonin the form ofan overview ofanxietyprospective teachersin teachingmathematicsand factorsthat influence it.  b. Material/Subject of The Research Research subjectsin this studywere 50prospective teachers. Where25prospective teachersforsecondary schools, namelyUniversity of Educationstudentof mathematicseducationin Indonesia who haveexperienced teaching(PPL) and 25prospective teachersforprimary schools,namelyUniversity of EducationIndonesiaPGSDstudentwhoalsohas experienceteaching (PPL).   c. Instrument Instrumentordata collection toolusedin this studyare: 1. QuestionnaireMathematicsAnxietyRating Scale(MAS-R) Thisquestionnaireis used, to supplementdata onan idea ofthe anxietyof teachersand prospectiveteachersin teachingmathematics. ThisquestionnaireusingLikertscale(Sugiyono, 2010). 2. Questionnaire This questionnaire is used, to completedata onfactors thatinfluence theanxietyof teachersand prospectiveteachersin teachingmathematics. Thisquestionnaireconsistsofthreecomponents, namely theepistemologicalaspect, pedagogicaspects, andpsychological aspects(Erhan Bingobali, et al, 2011), PROCEEDING                                                      ISBN : 978 – 979 – 16353 – 7 – 0       International Seminar and the Fourth National Conference on Mathematics Education 2011 Department of Mathematics Education, Yogyakarta State University Yogyakarta, July 21-23 2011   775 d. Data Analysis Technique Analysis ofthe data usedin this studyis to usedomainanalysis, taxonomicanalysis, andanalysiskomponensial, andcontinued with thePearsoncorrelationcoefficient.  e. Related of The Research According toPeker(2009)that theprospectiveprimary school teachershavehigheranxiety levelsthan theprospectivesecondaryschoolteachers. According tothe level ofanxietyfromprimary tosecondary schoollevelhas decreased. This is due tothe prospectiveelementary school teachersmustteachby makingconcreteamaterialin whichthey are consistent withthe theory ofcognitionPiaget, whereelementary school childrenstillthinkconcretely. Andwhenatthe University ofprospectiveelementary school teachersaregettinga lotofabstractmathematicsmaterials. Soconflicted. Unlikehiscasewith prospectivesecondary school teachers, learningon campuswith the materialbeing taught insecondaryschoolsis quitecorrelated. Orin other wordsforhigh school studentstowardabstractthinkinghaltedso that the levelof anxietyprospectivesecondaryteachersat schoolis lowerthanthe prospectiveelementary school teachers.  III. Result and Discussion of The Research a. Result There is differences between pre-service teachers levels of anxiety elementary and secondary school teachers. Level of anxiety pre-service secondary teachers is quite low. But the dominant factors related to anxiety is psichology, the correlation between them is 0,551. And the second factors related to mathematics anxiety is paedagogis 0,1723. And The correlation between two dominant factors is 0,376. Its the biggest correlation  among others.Level of anxiety pre-service elementary school teachers is quite high. And the dominant factors related to mathematisc anxiety is psichology and paedagogics.  b. Discussion According to the result, we can conclude that level of anxiety pre service elementary school teachers is higer than pre-service secondary teachers. It may be caused ofsecondary school teachers focused on studying mathematic and PROCEEDING                                                      ISBN : 978 – 979 – 16353 – 7 – 0       International Seminar and the Fourth National Conference on Mathematics Education 2011 Department of Mathematics Education, Yogyakarta State University 776            Yogyakarta, July 21-23 2011 application but elementary school teachers not only study  mathematica but the lesson in elementary school.  REFRENCES  Bingolbali, Erhan,dkk. 2011. Pre-Service and In-Service teachers’  Views Of    TheSources Of Students Mathematical Difficulties. IΣJMΣ  Peker, Murat. 2009. Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles. Eurasia : Eurasia Journal of Mathematics, Science & Technology Education  Ibrahim, M, dan Nur, M. (2000). Pengajaran Berdasarkan Masalah. Surabaya: Universitas Negeri Surabaya.    Lutfan. (2008). Teknik Penyajian Discovery. Tersedia di www.indoskripsi.com.  Ruseffendi, ET. (2006). Pengantar kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika untuk Meningkatkan CBSA. (Edisi Revisi). Bandung: Tarsito. Sudrajat, Akhmad. 2008. Upaya Mencegah Kecemasan Siswa di Sekolah. http://akhmadsudrajat.wordpress.com/2008/07/01/upaya-mencegah-kecemasan-siswa-di-sekolah/. (21 Desember 2010) Suherman, E, dkk.. (2001). Startegi Pembelajaran Matematika Komtemporer. JICA. UPI Bandung.  Suwangsih, E. & Tiurlina. (2006). Model Pembelajaran Matematika. Bandung: UPI Press. Depdiknas. 2006. Kurikulum Tingkat Satuan Pendidikan. Jakarta : Pusat Kurikulum Balitbang Depdiknas. Wahyudin. 2010. Monograf : Kecemasan Matematika. Bandung : Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia.  

Pre-Service Teachers’ Views Toward Mathematics Anxiety

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