HUBUNGAN ANTARA MATH ANXIETY DAN LINGKUNGAN BELAJAR DENGAN KONSENTRASI BELAJAR PADA PEMBELAJARAN MATEMATIKA SISWA SMA NEGERI 2 PALOPO
DOI: https://doi.org/10.30605/zc3g7e28
math anxiety, lingkungan belajar, konsentrasi belajar, regresi
Abstract
Rendahnya konsentrasi belajar siswa pada pembelajaran matematika diduga dipengaruhi oleh faktor psikologis berupa math anxiety serta faktor eksternal berupa lingkungan belajar. Penelitian ini bertujuan untuk menganalisis hubungan antara math anxiety dan lingkungan belajar dengan konsentrasi belajar siswa pada pembelajaran matematika di SMA Negeri 2 Palopo. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian ex post facto. Sampel penelitian berjumlah 85 siswa yang dipilih melalui teknik random sampling. Data dikumpulkan menggunakan angket math anxiety, lingkungan belajar, dan konsentrasi belajar, kemudian dianalisis dengan statistik deskriptif dan statistik inferensial melalui analisis regresi. Hasil penelitian menunjukkan bahwa rata-rata skor math anxiety sebesar 63,71, lingkungan belajar sebesar 69,95, dan konsentrasi belajar sebesar 65,11. Hasil analisis inferensial menunjukkan bahwa math anxiety memiliki hubungan negatif yang signifikan dengan konsentrasi belajar, sedangkan lingkungan belajar memiliki hubungan positif yang signifikan dengan konsentrasi belajar. Secara simultan, math anxiety dan lingkungan belajar berhubungan signifikan dengan konsentrasi belajar siswa pada pembelajaran matematika. Temuan ini mengindikasikan bahwa penurunan tingkat math anxiety dan terciptanya lingkungan belajar yang kondusif berkontribusi terhadap peningkatan konsentrasi belajar siswa dalam pembelajaran matematika.
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