Exploring the elementary students learning difficulties risks on mathematics based on students mathematic anxiety, mathematics self-efficacy and value beliefs using rasch measurement

• Published in: Journal of physics. Conference series Vol. 1157; no. 3; pp. 32095 - 32101
• Main Authors: Ardi, Z, Rangka, I B, Ifdil, I, Suranata, K, Azhar, Z, Daharnis, D, Afdal, A, Alizamar, A
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.02.2019
• Subjects: Anxiety; Learning; Learning disabilities; Mathematical analysis; Mathematics; Rasch model; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1157/3/032095

The learning process sets up the individual differences during material transfer. In mathematics subjects, these changes point to student struggles in following the movement of the material and raise the learning obstacles. However, the identification of the mathematics learning difficulties condition is done after the final test, instead through the study of students who have learning difficulties risks. This study examines the compromise of learning difficulties in mathematics in terms of several aspects that can trigger it, which are mathematical anxiety, self-efficacy mathematics, and value beliefs. This preliminary study consisted of 127 elementary school students from 3rd to 6th grades. The result of this study shows that students are more dominant to experience cognitive anxiety towards mathematics, especially when working on issues with high difficulty levels. In addition, students are at compromise of learning disabilities if they have low self-efficacy levels, especially if it concerns to the circumstantial use of mathematics. The risk of learning difficulties is also dominant experienced by students who do not spend time effectively in learning mathematics. The attention of the learning difficulties risks on mathematics is essential to ward off the failure of students to optimize their potential in the learning process.