Analisis Kebutuhan Pembelajaran Matematika Inklusif Berbasis Emosi Positif bagi Calon Guru Matematika

Ikmawati Ikmawati; Dwi Juniati; Siti Khabibah

doi:10.31932/j-pimat.v8i2.7610

Analisis Kebutuhan Pembelajaran Matematika Inklusif Berbasis Emosi Positif bagi Calon Guru Matematika

Ikmawati Ikmawati, Dwi Juniati, Siti Khabibah

Abstract

Prospective mathematics teachers need to experience learning that is both inclusive and emotionally supportive before designing it for their students. This study analysed the learning needs of prospective mathematics teachers for inclusive mathematics learning grounded in positive emotions. A descriptive study with a quantitative-dominant mixed approach was conducted with 54 third-semester students. Data were collected through a Google Form containing 30 Likert statements and five open-ended questions covering five domains: problem-solving experience, confidence and persistence, emotions, inclusive learning, and learning support needs. Three experts judged content validity (S-CVI/Ave = 0.97). Students reported moderate problem-solving experience, confidence, and emotional conditions, a high perception of inclusive learning, and a very high need for support. The strongest needs were learning activities that evoke feeling happy, interested, confident, comfortable, and enthusiastic; a classroom atmosphere that stays comfortable when answers are incorrect; and simple examples before complex problems. Students experienced mixed emotions: enjoyment after succeeding and anxiety when called on without preparation or when presenting. These findings are important as a basis for designing learning that combines gradual scaffolding, individual thinking time, informative feedback, and an error-tolerant class climate.

Keyword: mathematics, inclusive, emotions, needs, scaffolding

Full Text:

PDF

References

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295

Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307

Boateng, S., Mudadigwa, B., & Johnston-Wilder, S. (2025). Examining gendered patterns in mathematics and science anxiety levels among physical science pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2564. https://doi.org/10.29333/ejmste/15800

Carey, E., Hill, F., Devine, A., & Szücs, D. (2016). The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01987

Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Sz?cs, D., & Mammarella, I. C. (2022). Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: A Meta-analysis on 906,311 Participants. Educational Psychology Review, 34(1), 363–399. https://doi.org/10.1007/s10648-021-09618-5

Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, MALAYSIA, & Yusoff, M. S. B. (2019). ABC of Content Validation and Content Validity Index Calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6

Dominguez, S., & Svihla, V. (2023). A review of teacher implemented scaffolding in K-12. Social Sciences & Humanities Open, 8(1), 100613. https://doi.org/10.1016/j.ssaho.2023.100613

Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics Anxiety: What Have We Learned in 60 Years? Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00508

Franco-Buriticá, E., Pérez Almeida, I. B., León-Mantero, C., & Casas-Rosal, J. C. (2023). Gender as a Differentiating Factor in Mathematics Anxiety of Pre-Service Teachers. Education Sciences, 13(6), 586. https://doi.org/10.3390/educsci13060586

Gupta, S., Grover, S., Menon, V., Indu, P., Vidhukumar, K., & Chacko, D. (2025). Item generation and establishing face and content validity of a rating scale: A primer. Indian Journal of Psychiatry, 67(8), 816–822. https://doi.org/10.4103/indianjpsychiatry_750_25

Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Sz?cs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45–53. https://doi.org/10.1016/j.lindif.2016.02.006

Ikmawati, Dimpudus, A., Haryaka, U., Greas, K. E. A., Ramadani, M., Pakpahan, Y. L. E., & Ramadhani, N. I. (2024). Android-based mathematics learning to increase student interest: A learning innovation at a Community Learning Centre in Samarinda City. Transformasi: Jurnal Pengabdian Masyarakat, 20(2), 464–473. https://doi.org/10.20414/transformasi.v20i2.11319

Oktaviani, D. N., Sholikhakh, R. A., & Lestiana, H. T. (2026). Analisis Praktik Microteaching Mahasiswa Calon Guru Matematika dalam Perspektif Pembelajaran Inklusif. J-PiMat: Jurnal Pendidikan Matematika, 8(1), 2123–2134. https://doi.org/10.31932/j-pimat.v8i1.6279.

Ortiz, E. (2016). The Problem-Solving Process in a Mathematics Classroom. Transformations, 1(1), 4–13. https://nsuworks.nova.edu/transformations/vol1/iss1/1.

Pekrun, R. (2024). Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions. Educational Psychology Review, 36(3), 83. https://doi.org/10.1007/s10648-024-09909-7

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704

Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384

Roos, H. (2019). Inclusion in mathematics education: An ideology, a way of teaching, or both? Educational Studies in Mathematics, 100(1), 25–41. https://doi.org/10.1007/s10649-018-9854-z

Schoenfeld, A. H. (2016). Learning To Think Mathematically: Problem Solving, Metacognition, And Sense-Making In Mathematics. Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202

Schoonenboom, J., & Johnson, R. B. (2017). How to Construct a Mixed Methods Research Design. KZfSS Kölner Zeitschrift Für Soziologie Und Sozialpsychologie, 69(S2), 107–131. https://doi.org/10.1007/s11577-017-0454-1

Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM, 49(3), 307–322.https://doi.org/10.1007/s11858-017-0864-6

Stoet, G., Bailey, D. H., Moore, A. M., & Geary, D. C. (2016). Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls. PLOS ONE, 11(4), e0153857. https://doi.org/10.1371/journal.pone.0153857

UNESCO. Assistant Director-General for Education, 2010-2018 (Qian Tang) & UNESCO. (2017). A Guide for ensuring inclusion and equity in education. UNESCO. https://doi.org/10.54675/MHHZ2237

Zhang, J., Zhao, N., & Kong, Q. P. (2019). The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation. Frontiers in Psychology, 10, 1613. https://doi.org/10.3389/fpsyg.2019.01613

DOI: https://doi.org/10.31932/j-pimat.v8i2.7610