Abstract
[Bahasa]: Penelitian ini bertujuan untuk mengetahui hubungan antara konsepsi siswa tentang penilaian dan kecemasan mereka terhadap matematika. Subjek penelitian adalah 40 siswa di salah satu sekolah dasar negeri di Bekasi. Metode yang digunakan adalah metode survei dengan desain cross-sectional. Adapun instrumen penelitian yaitu angket konsepsi tentang penilaian dan angket kecemasan matematika. Pengujian hipotesis dilakukan dengan uji korelasi Spearman’s rho. Temuan penelitian mengindikasikan bahwa siswa yang cenderung memiliki konsepsi penilaian sebagai cara-cara yang dilakukan guru untuk memberikannya informasi terkait apa, bagaimana, mengapa tentang belajarnya berkorelasi secara signifikan terhadap penurunan kecemasan mereka terhadap matematika. Sebaliknya, siswa yang memiliki konsepsi bahwa penilaian yang dilakukan guru sebagai sebuah cara untuk membandingkan performanya dengan kriteria-kriteria eksternal, maka secara signifikan berkorelasi terhadap peningkatan kecemasan matematika. Temuan ini juga mengindikasikan perlunya mengubah paradigma teaching to the test ke arah assessment as learning untuk membentuk sebuah konsepsi yang utuh terhadap penilaian.
[English]: This study aims to examine the relationship between students' conceptions about assessment and their mathematics anxiety. Participants in this study were 40 elementary school students in one of the public elementary schools in Bekasi. This research employed survey method with cross-sectional design. Instruments in this study consisted of conception about assessment and mathematics anxiety questionnaires. Hypothesis testing is done with correlation of Spearman's rho. The findings of this study reveal that students who tended to view assessment as a process that supports learning correlated significantly to the reduction of their anxiety towards mathematics. On the other case, students who have the conception that the assessment is used only as comparing between performance and external criterions, it significantly correlates with the increase of mathematical anxiety. This study also indicates the need to change the paradigm of “teaching to the test” towards “assessment as learning” to establish a complete conception of the assessment.
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References
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