Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2021-05-16T06:07:02ZEPrintshttps://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttp://eprints.uny.ac.id/2014-11-07T04:27:47Z2014-11-07T04:27:47Zhttp://eprints.uny.ac.id/id/eprint/11535This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115352014-11-07T04:27:47ZMATHEMATICS SELF-CONCEPT AND ANXIETY WITH DIFFERENT
ACHIEVEMENT IN CALCULUS PROBLEM SOLVINGThe 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 participantsâ€™ achievement preference: high, standard and low
achievement. The MSC found the participantsâ€™ mathematics self-concept. The TAI
found the participantsâ€™ 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.Hidayat Angga