Pengaruh Math Anxiety dan Self-Efficacy terhadap Kemampuan Berpikir Kritis Matematis Mahasiswa dalam Konteks Problem-Based Learning
Abstract
Kemampuan berpikir kritis matematis merupakan kompetensi penting yang perlu dikembangkan pada mahasiswa pendidikan matematika karena berkaitan dengan kemampuan menafsirkan masalah, menganalisis informasi, mengevaluasi strategi, dan menyusun argumentasi matematis. Selain penguasaan konsep, kemampuan tersebut juga berkaitan dengan faktor afektif, terutama math anxiety dan self-efficacy. Penelitian ini bertujuan menganalisis kontribusi math anxiety dan self-efficacy terhadap kemampuan berpikir kritis matematis mahasiswa dalam konteks pembelajaran Problem-Based Learning (PBL). Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto. Sampel terdiri atas 120 mahasiswa semester IV Program Studi Pendidikan Matematika yang telah mengikuti pembelajaran berbasis masalah selama minimal satu semester dan dipilih melalui proportional random sampling. Instrumen penelitian meliputi tes kemampuan berpikir kritis matematis, skala math anxiety yang diadaptasi dari Mathematics Anxiety Rating Scale, dan skala self-efficacy matematis. Data dianalisis menggunakan statistik deskriptif, uji asumsi regresi, korelasi Pearson, dan regresi linear berganda. Hasil penelitian menunjukkan bahwa math anxiety menjadi prediktor negatif dan signifikan terhadap kemampuan berpikir kritis matematis, sedangkan self-efficacy menjadi prediktor positif dan signifikan. Secara simultan, kedua variabel menjelaskan 61,3% variasi kemampuan berpikir kritis matematis mahasiswa. Temuan ini menegaskan bahwa pengembangan kemampuan berpikir kritis matematis dalam PBL perlu disertai strategi pedagogis yang menurunkan kecemasan matematika dan memperkuat keyakinan diri mahasiswa. Keterbatasan penelitian terletak pada penggunaan desain ex post facto, sampel yang terbatas pada mahasiswa pendidikan matematika, serta penggunaan instrumen self-report untuk variabel afektif. Penelitian selanjutnya direkomendasikan menggunakan desain eksperimen atau mixed methods, memperluas karakteristik sampel, dan menguji variabel mediasi atau moderasi seperti motivasi belajar, kemampuan awal matematika, self-regulated learning, dan kualitas implementasi PBL.
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