Approach-Avoidance Conflict in Learning Mathematics Synchronously

Kiki Henra, Ika Nirmala Masliah

Abstract


The purpose of this study is to provide an overview of the intrapersonal conflicts among students that occurred while learning mathematics online synchronously. This research uses descriptive methods with a qualitative approach. The implementation of this research at SMA Negeri 3 Wajo in grade XI students who conducted online learning using Zoom. The data collection process is conducted using questionnaire instruments, observation sheets, and interviews. The results showed that intrapersonal conflict still occurs in students when learning mathematics online synchronously, based on the results of interviews, students experience Approach-approach, Avoidance-avoidance, and Approach-avoidance they experience a condition of tension, anxiety, fear, and confusion when given question or question. The leading cause of intrapersonal conflict experienced by the student is the thought that learning mathematics is scary. 77.3% of students feel afraid when told to answer math problems by teachers, especially learning materials conducted online that are not able to be understood properly because of network technical constraints.  Based on the results of the questionnaire, 72.2% of students experienced network problems while learning math online synchronously.


Keywords


intrapersonal conflict; mathematics learning; synchronous

Full Text:

PDF

References


Akhrani, L. A., & Supriyono, Y. (n.d.). Konflik Intrapersonal Dalam Memeluk Agama Pada Remaja Dengan Orang Tua Yang Berbeda Agama. Retrieved from shorturl.at/ruMR2

Annur, M. F. (2020). Analisis Kesulitan Mahasiswa Pendidikan Matematika Dalam Pembelajaran Daring Pada Masa Pandemi Covid-19. Jurnal Kajian, Pnelitian Dan Pengembangan Kependidikan, 11, 195–201. https://doi.org/https://doi.org/10.31764/paedagoria.v11i2.2544

Bara, A., et.al. (2021). The Effectiveness of Advertising Marketing in Print Media during the Covid 19 Pandemic in the Mandailing Natal Region. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4 (1): 879-886.

Boaler, J., Dieckmann, J. A., Pérez-Núñez, G., Sun, K. L., & Williams, C. (2018). Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00026

Devita Mutiasar. (1999). Peranan E-Learning Dalam Pembelajaran Matematika. 1(1), 1–7. Retrieved from http://103.114.35.30/index.php/Pro/article/view/4338/2595

Dodi, N. (2016). Pentingnya guru untuk mempelajari psikologi pendidikan. NUSANTARA: Jurnal Ilmu Pengetahuan Sosial, 1(1). Retrieved from http://jurnal.um-tapsel.ac.id/index.php/nusantara/article/view/93/93

Fahmi, M. H. (2020). Komunikasi Synchronous Dan Asynchronous Dalam E-Learning Pada Masa Pandemic Covid-19. Jurnal Nomosleca, 6(2). https://doi.org/10.26905/nomosleca.v6i2.4947

Hamidy, A. (2021). Zoom Meeting vs Google Classroom : Perbedaan Hasil Belajar Matematika Berdasarkan Platform Pembelajaran Daring. Tarbiyah Wa Ta’lim: Jurnal Penelitian Pendidikan Dan Pembelajaran, 8(1), 61–68. https://doi.org/https://doi.org/10.21093/twt.v8i1.3225

Henra, K. (2020). Analisis Konflik Intrapersonal pada Pembelajaran Matematika dan Dampak yang ditimbulkan Pada Siswa Kelas XII SMK Persada Wajo. Celebes Education Review, 2(1), 43–49. https://doi.org/10.37541/cer.v2i1.345

Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Retrieved from https://books.google.co.id/books

Muslim, A. (2014). Manajemen Konflik Interpersonal Di Sekolah. Administrasi Pendidikan, FIP, IKIP Mataram, 1(1), 17–25. Retrieved from https://e-journal.undikma.ac.id/index.php/pedagogy/article/view/3055

Narayana, I. W. G. (2016). Analisis terhadap hasil penggunaan metode pembelajaran synchronous dan asynchronous. Semnasteknomedia Online, 4(1), 139–144. Retrieved from https://ojs.amikom.ac.id/index.php/semnasteknomedia/article/view/1255

Nezhad, A. S., & Vahedi, M. (2011). The Role of Educational Psychology in Teacher Education Programs. Procedia - Social and Behavioral Sciences, 30, 327–330. https://doi.org/10.1016/j.sbspro.2011.10.064

Ningrum, P.A., Hukom, A., and Adiwijaya, S. (2020). The Potential of Poverty in the City of Palangka Raya: Study SMIs Affected Pandemic Covid 19. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 3 (3): 1626-1634.

Paramitha, K., Sofah, R., & Sumarni, S. (2018). Studi Kasus Siswa “Ea” Yang Mengalami Konflik Intrapersonal Di Sekolah Menengah Atas Negeri 10 Palembang. Retrieved from Sriwijaya University website: http://repository.unsri.ac.id/id/eprint/7714

Perdiansyah, V. A. M. (2015). Komflik Intrapersonal Anggota Keluarga (Studi Kasus Keluarga yang memiliki Anak Ataupun Saudara Kandung dengan Kecenderungan Gangguan Identitas Gender). 151, 10–17. https://doi.org/10.1145/3132847.3132886

Sihombing, E.H., and Nasib. (2020). The Decision of Choosing Course in the Era of Covid 19 through the Telemarketing Program, Personal Selling and College Image. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 3 (4): 2843-2850.

Siregar, N. (2018). Psikologi dan Pembelajaran Matematika.

Syafri, F. S. (2017). Ada Apa dengan Kecemasan Matematika? Journal of Medives, 1(1), 59–65. Retrieved from http://e-journal.ivet.ac.id/index.php/matematika/article/view/458/516

Wiryanto, W. (2020). Proses Pembelajaran Matematika Di Sekolah Dasar Di Tengah Pandemi Covid-19. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 6(2), 125–132. https://doi.org/http://dx.doi.org/10.26740/jrpd.v6n2.p125-132

Wulan, D. R., Rosita, C. D., & Nopriana, T. (2021). Bagaimana Psikologi Siswa SMP dalam Pembelajaran Matematika Online pada Masa Pandemi Covid-19. … Nasional Pendidikan Matematika …, 5(1), 51–65. Retrieved from http://jurnal.ugj.ac.id/index.php/JNPM/article/view/4392.




DOI: https://doi.org/10.33258/birle.v4i4.2753

DOI (PDF): https://doi.org/10.33258/birle.v4i4.2753.g3088

Article Metrics

Abstract view : 7 times
PDF - 5 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License