Analisis Disposisi Matematis, Kecemasan Matematika, dan Numerasi Siswa di Daerah 3T: Perbatasan RI-PNG

Rian Efendi; Yanti Diana; Agnes Teresa Panjaitan

doi:10.31004/cendekia.v9i2.3967

Rian Efendi Universitas Muhammadiyah Papua
Yanti Diana Universitas Muhammadiyah Papua
Agnes Teresa Panjaitan Universitas Cenderawasih

DOI: https://doi.org/10.31004/cendekia.v9i2.3967

Keywords: Disposisi Matematis, Gender, Kecemasan Matematika, Numerasi, Perbatasan RI-PNG

Abstract

Berdasarkan hasil PISA 2022 dan Rapor Pendidikan Indonesia 2023, kemampuan numerasi siswa di daerah 3T (tertinggal, terdepan, terluar) perbatasan RI-Papua Nugini masih rendah. Rendahnya pencapaian ini dipengaruhi oleh faktor internal dan eksternal, termasuk kecemasan matematika dan disposisi matematis. Penelitian ini bertujuan menganalisis pengaruh kecemasan matematika dan disposisi matematis berdasarkan gender terhadap kemampuan numerasi siswa di wilayah 3T. Metode kuantitatif dengan pendekatan survei diterapkan pada 199 siswa SMA Negeri 6 Skouw, menggunakan instrumen tes numerasi, skala kecemasan matematika, dan kuesioner disposisi matematis. Data dianalisis secara deskriptif dan inferensial (ANOVA dua arah, regresi linear berganda, dan korelasi Pearson). Hasil menunjukkan bahwa secara simultan, kecemasan matematika dan disposisi matematis berdasarkan gender tidak berpengaruh signifikan terhadap numerasi (p > 0,05). Namun, secara parsial, perbedaan gender (rata-rata numerasi perempuan lebih tinggi: 64,00 vs. laki-laki: 55,42) dan tingkat disposisi matematis memengaruhi kemampuan numerasi (p < 0,05). Kecemasan matematika tidak berpengaruh signifikan, meskipun ditemukan korelasi negatif antara kecemasan dan disposisi (r = -0,474; p < 0,05). Temuan ini sejalan dengan penelitian sebelumnya yang menunjukkan kompleksitas hubungan antara faktor afektif dan kognitif dalam pembelajaran matematika. Diskusi menggarisbawahi pentingnya konteks daerah 3T, di mana keterbatasan fasilitas pendidikan berpotensi memperburuk tantangan belajar. Kesimpulannya, meskipun gender dan disposisi matematis berperan parsial, diperlukan pendekatan holistik untuk meningkatkan numerasi, termasuk intervensi psikologis dan peningkatan fasilitas belajar. Penelitian lanjutan direkomendasikan untuk mengeksplorasi faktor lain seperti akses pendidikan dan dukungan sosial di wilayah 3T.

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