RESEARCH ARTICLE

Development of Mathematical Anxiety Instruments with a Rasch Model Analysis

The Open Psychology Journal 31 July 2020 RESEARCH ARTICLE DOI: 10.2174/1874350102013010181

Abstract

Background:

This study was motivated by a large number of students who feel anxious when dealing with mathematics, which is an unpleasant feeling characterized by the presence of worry, anxiety, confusion, and stress.

Objective:

This study aims to test the instruments of mathematical anxiety using Rasch Model analysis.

Materials and Methods:

The study used descriptive analysis with a cross-sectional design. Subjects of the study were elementary school students in grade VI SDN Margarahayu, 13 male and 5 female students in grade VI A, 9 male and 3 female students in grade VI B.

Results:

The results of the analysis show that the instrument has a poor or not maximum reliability value (α = 0.56). Likewise, the respondent's reliability value (α = 0.49) is in the weak category and the item reliability (α = 0.93) is in the excellent category.

Conclusion:

The analysis of the instrument shows that 2 items do not meet the standard criteria for the measurement, including number 16 as bias genders are more profitable for female students, and number 9 misfits because it is too difficult for most students to agree on. 3 items are categorized as very difficult, including item number P13, P11, and P12. There are 5 items in difficult category, which include numbers P9, P15, P14, P16, and P10. There are 4 items in the easy category, including P6, P5, P4, and P3. While the very easy category has 4 items, including numbers P1, P7, P2, and P8.

Keywords: Mathematics anxiety, Rasch model, Elementary School, Factors causing mathematical anxiety, Bias genders, Instrumental analysis.
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