%0 Journal Article
%A Angga, Hidayat
%D 2014
%F UNY:11535
%I Yogyakarta State University
%J Proceeding of  International Conference On Research, Implementation And Education  Of Mathematics And Sciences 2014
%K mathematics  self-concept,  mathematics  anxiety,  mathematics   achievement, problem solving
%T MATHEMATICS SELF-CONCEPT AND ANXIETY WITH DIFFERENT   ACHIEVEMENT IN CALCULUS PROBLEM SOLVING
%U http://eprints.uny.ac.id/11535/
%X The objective of this study was to describe mathematics self-concept and anxiety of   twelfth  grade  students  according  to  their  mathematics  achievement  preferences.   There were a total of 3 students involved in this study. In the collection of data , the   researcher employed three types of instruments: mathematics test, Mathematics SelfConcept  Scale  (MSC)  and  Test  Anxiety  Inventory  (TAI).  Mathematics  test   determined  the  participants’  achievement  preference:  high,  standard  and  low   achievement. The MSC  found the participants’  mathematics self-concept. The TAI   found  the  participants’  mathematics  anxiety. The  study  revealed  that  students  who   had high achievement in mathematics would try to accomplish test in any level of   difficulty and tried to accomplish any form of test. These students had no worry or   fear in facing mathematics test. Meanwhile, students who had standard achievement   in mathematics would try to accomplish test in standard and low level of difficulty   and  tried  to  accomplish  the  test. These  students  felt  nervous  but  could  focus  their   mind  and  had  no  physical  characteristics  in  facing  mathematics  test.  Moreover,   students who had low achievement would try to accomplish low level of test. These   students  felt  nervous,  unsteadiness  and  could  not  focus  their  mind  but  had  no   physical characteristics in facing mathematics test.