ABILITY OF CONCEPTIVE UNDERSTANDING OF JUNIOR HIGH SCHOOL STUDENTS IN THE MATERIAL RELATIONS AND FUNCTIONS VIEWED FROM THE CATEGORY OF MATHEMATICS ANXIETY

Abstract

The purpose of this study was to determine the conceptual understanding ability of junior high school students in relation and function material in terms of mathematics anxiety category. This research used a qualitative descriptive method. The subjects used in this study were students of class VIII A SMP Negeri 3 Palu. The research subjects consisted of 4 people consisting of from 1 person each category of mathematical anxiety was determined by researchers and information from mathematics subject teachers based on mathematical anxiety possessed to analyze the ability to understand mathematical concepts The instruments in this study used observation, tests of ability to understand mathematical concepts mathematical anxiety questionnaires and interview guidelines Analysis of the data used are the presentation of data, data reduction, and drawing conclusions. The results showed that students with mild anxiety, moderate anxiety had better understanding of mathematical concepts than students with anxiety. students with high anxiety and panic anxiety are very severe) Students with mild anxiety meet six indicators of understanding mathematical concepts Students with moderate anxiety only meet three indicators, namely being able to classify objects based on mathematical concepts suggesting concepts in various representations, and giving examples or counter examples of concepts studied Students with severe anxiety only meet two indicators, namely classifying objects based on mathematical concepts, and being able to apply algorithmic concepts Students with panic anxiety (very severe anxiety) have not been able to fulfill the indicators of ability to understand concepts.