Peran Dosen dan Dinamika Lingkungan Kelas dalam Meningkatkan Resiliensi Matematika Mahasiswa
Article Sidebar
Main Article Content
Abstract
Penelitian ini bertujuan untuk mengeksplorasi peran interaksi antara dukungan dosen dan lingkungan kelas terhadap ketahanan matematika siswa. Penelitian ini merupakan kualitatif dengan pendekatan systematic literature review. Sumber data dari basis data ilmiah meliputi Scopus, DOAJ, dan Google Scholar dengan memilih terbitan 10 tahun terakhir. Hasil sintesis pada 16 artikel yang sesuai kriteria kelayakan menunjukkan bahwa dukungan dosen yang efektif mencakup pembimbingan, perhatian terhadap kebutuhan siswa, dan responsif terhadap tantangan belajar akan memiliki dampak yang signifikan terhadap kemampuan siswa dalam mengatasi kesulitan dalam matematika. Di sisi lain, lingkungan kelas yang mendukung, empatik, dan inklusif memberikan dorongan besar bagi siswa untuk meningkatkan pemahaman mereka tentang konsep matematika dan mengatasi kecemasan terkait pelajaran tersebut. Implikasi temuan ini adalah pentingnya perhatian yang lebih besar terhadap interaksi antara dukungan dosen dan lingkungan kelas dalam upaya meningkatkan ketahanan matematika siswa. Dengan memahami secara mendalam bagaimana kedua faktor tersebut saling berinteraksi, lembaga pendidikan dapat mengembangkan pendekatan pembelajaran yang lebih efektif untuk membantu siswa mengatasi tantangan dalam matematika dan mencapai keberhasilan dalam pelajaran tersebut.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Pi: Mathematics Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Pi: Mathematics Education Journal
References
Alvis-Puentes, J. F., Aldana-Bermúdez, E., & Caicedo-Zambrano, S. J. (2019). Los ambientes de aprendizaje reales como estrategia pedagógica para el desarrollo de competencias matemáticas en estudiantes de básica secundaria. Revista de Investigación, Desarrollo e Innovación. 10(1), 135–147 https://doi.org/10.19053/20278306.v10.n1.2019.10018
Ansori, A. (2020). Analisis Kemampuan Resiliensi dalam Meningkatkan Kemampuan Koneksi Matematis Siswa. Jurnal Pembelajaran Matematika Inovatif, 3(4), 353–362. https://doi.org/10.22460/jpmi.v3i4.353-362
Arafu, R. L., Laili, A. R., Astiani, A., & Qothrunnada, N. F. (2023). Implementasi Kurikulum Merdeka untuk Meningkatkan Motivasi Belajar pada Mahasiswa Semester 3 Prodi Pendidikan Matematika Universitas Negeri Semarang. JET: Journal of Education and Technology, 1(3), 1–9. https://jurnalilmiah.org/journal/index.php/jet/article/view/365
Arjun, M., & Muntazhimah, M. (2023). The Effect Of Mathematical Resilience On The Mathematical Problem-Solving Ability Of Students. AKSIOMA: Jurnal Program Studi Pendidikan Matematika. 12(1), 944-950. https://doi.org/10.24127/ajpm.v12i1.6584
Awofala, A. O. A. (2021). A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria. SN Social Sciences. 204(1), 1-12. https://doi.org/10.1007/s43545-021-00212-8
Azila-Gbettor, E. M., & Abiemo, M. K. (2021). Moderating effect of perceived lecturer support on academic self-efficacy and study engagement: evidence from a Ghanaian university. Journal of Applied Research in Higher Education, 13(4), 991–1006. https://doi.org/https://doi.org/10.1108/JARHE-04-2020-0079
Baker, J. K., Cousins, S., & Johnston-Wilder, S. (2019). Mathematics: A Place of Loving Kindness and Resilience-Building Mathématiques : Un lieu d’amour bienveillant et de renforcement de la capacité de résilience. Journal of the Canadian Association for Curriculum Studies (JCACS). 17(1), 111–126. https://doi.org/10.25071/1916-4467.40392
Caesar Akbar, M., Sukarwoto, S., & Kurnia Silaen, N. (2023). Peran Faktor Kebersamaan Dan Kekeluargaan Dalam Meningkatkan Prestasi Taruna Taruni Di Politeknik Penerbangan Medan. Sibatik Journal: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan. 2(6), 1729–1740. https://doi.org/10.54443/sibatik.v2i6.927
Cahyani, P. E., Wulandari, D. W., Rohaeti, E. E., & Fitrianna, Y. A. (2018). Hubungan Antara Minat Belajar dan Resiliensi Matematis Terhadap Kemampuan Pemahaman Matematis Siswa Kelas VIII SMP. Numeracy, 5(1), 49–56. https://doi.org/10.46244/numeracy.v5i1.309
Dalziel, F. C., Clark, C., Ackerley, K., & Guarda, M. (2016). Providing Lecturer Support for English-Medium Instruction: an Experience at Padova University’s Language Centre. Excellence and Innovation in Learning and Teaching, 5(2), 65–82. https://doi.org/10.3280/exi2016-002005
Dyusembina, Z. K., & Kanatkali, G. A. (2023). School mathematics is a means of developing environmental competence. Sociology Series. 142(1), 298–311. https://doi.org/10.32523/2616-6895-2023-142-1-298-311
Fatimah, A. E., & Purba, A. (2021). Meningkatkan resiliensi matematis mahasiswa pada mata kuliah matematika dasar melalui pendekatan differentiated instruction. Journal of Didactic Mathematics, 2(1), 42–49. https://doi.org/10.34007/jdm.v2i1.617
Gokhool, F., Lawson, D., & Hodds, M. (2022). Investigating the relationship between mathematics anxiety, mathematical resilience and mathematics support engagement: an analysis of demographic and cohort factors. MSOR Connections. 20(2), 82-93 https://doi.org/10.21100/msor.v20i2.1321
Habsyah, N. Y., Masrukoyah, E., & Wasmana, W. (2018). Meningkatkan Resiliensi Peserta Didik Melalui Peningkatan Kualitas Hubungan Guru Dengan Siswa. FOKUS (Kajian Bimbingan & Konseling Dalam Pendidikan). 1(2), 1-13 https://doi.org/10.22460/fokus.v1i2.486
Haryoko, S. (2015). Efektivitas Strategi Pemberian Umpan Balik Terhadap Kinerja Praktikum Mahasiswa D-3 Jurusan Teknik Elektronika. 1(1), 41-55. Jurnal Cakrawala Pendidikan. https://doi.org/10.21831/cp.v1i1.4194
Hutauruk, A. J. B. (2020). Indikator Pembentuk Resiliensi Matematis Mahasiswa Prodi Pendidikan Matematika FKIP. 1(2), 78-91. Sepren. https://doi.org/10.36655/sepren.v1i02.227
Jojo, Z. (2019). Creating an Environment for the Restoration of Dignity to Disadvantaged Mathematics Foundation Classrooms. Environment and Social Psychology. 4(1), 1-10 https://doi.org/10.18063/esp.v3i2.695
Khasawneh, A. A., Al-Barakat, A. A., & Almahmoud, S. A. (2023). The impact of mathematics learning environment supported by error-analysis activities on classroom interaction. Eurasia Journal of Mathematics, Science and Technology Education. 19(2), 12-20. https://doi.org/10.29333/ejmste/12951
Komala, E. (2018). Mathematical Resilience Mahasiswa Pada Mata Kuliah Struktur Aljabar I Menggunakan Pendekatan Explisit Instruction Integrasi Peer Instruction. Mosharafa: Jurnal Pendidikan Matematika. 6(3), 357–364. https://doi.org/10.31980/mosharafa.v6i3.324
Kuzle, A. (2023). Elementary school children’s perceptions of geometry classroom as a psychosocial learning environment: an analysis of participant-produced drawings. Learning Environments Research. 26(11), 379–399. https://doi.org/10.1007/s10984-022-09430-0
Laelasari, L., Darhim, D., & Prabawanto, S. (2022). Mathematic Resilience Ability of Students in Linear Program Material with Blanded Learning in the Era of Pandemic. JTAM (Jurnal Teori Dan Aplikasi Matematika). 6(2), 294-307. https://doi.org/10.31764/jtam.v6i2.6961
Lepore, M., & Capone, R. (2023). The impact of changing environment on undergraduate mathematics students’ status. European Journal of Science and Mathematics Education, 11(4), 672–689. https://doi.org/10.30935/scimath/13438
Lindorff, A. M., Hall, J., & Sammons, P. (2019). Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England. Frontiers in Education. 4(5), 1-21. https://doi.org/10.3389/feduc.2019.00037
Ling, Y.-L. (2017). Feedback Seeking Behaviour, Classroom Learning Environment and Mathematics Anxiety of Polytechnics Students in Malaysia. Journal of Contemporary Educational Research. 1(1), 25-32. https://doi.org/10.26689/jcer.v1i1.146
Liu, Y., Wang, Y., Liu, R. De, Ding, Y., Wang, J., & Mu, X. (2022). How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement. Psychology Research and Behavior Management. 15, 2035-2048. https://doi.org/10.2147/PRBM.S371092
Maharani, S., & Bernard, M. (2018). Analisis Hubungan Resiliensi Matematik Terhadap Kemampuan Pemecahan Masalah Siswa Pada Materi Lingkaran. JPMI (Jurnal Pembelajaran Matematika Inovatif). 1(5), 1-10. https://doi.org/10.22460/jpmi.v1i5.p819-826
Mumu, J., Prahmana, R. C. I., Sabariah, V., & Tanujaya, B. (2020). Students’ environment awareness through scientific approach in mathematics instruction. Journal of Physics: Conference Series. 1657, 1-6. https://doi.org/10.1088/1742-6596/1657/1/012056
Naidoo, J. (2022). Technology-Based Pedagogy for Mathematics Education in South Africa: Sustainable Development of Mathematics Education Post COVID-19. Sustainability (Switzerland). 14(17), 10735. https://doi.org/10.3390/su141710735
Neumann, I., Jeschke, C., & Heinze, A. (2021). First Year Students’ Resilience to Cope with Mathematics Exercises in the University Mathematics Studies. Journal Fur Mathematik-Didaktik. 42, 307–333. https://doi.org/10.1007/s13138-020-00177-w
Niu, W., Cheng, L., Duan, D., & Zhang, Q. (2022). Impact of Perceived Supportive Learning Environment on Mathematical Achievement: The Mediating Roles of Autonomous Self-Regulation and Creative Thinking. Frontiers in Psychology. 12(1), 1-9. https://doi.org/10.3389/fpsyg.2021.781594
Nuraini, A., & Hakim, D. L. (2023). Resiliensi Matematis Siswa SMP pada Pembelajaran Matematika Secara Daring. Supermat (Jurnal Pendidikan Matematika). 7(1), 92-105. https://doi.org/10.33627/sm.v7i1.1081
Prajono, R., Gunarti, D. Y., & Anggo, M. (2022). Analisis Kemampuan Berpikir Kritis Matematis Peserta Didik SMP Ditinjau dari Self Efficacy. Mosharafa: Jurnal Pendidikan Matematika. 11(1), 143–154. https://doi.org/10.31980/mosharafa.v11i1.694
Prediger, S., & Neugebauer, P. (2023). Can students with different language backgrounds profit equally from a language-responsive instructional approach for percentages? Differential effectiveness in a field trial. Mathematical Thinking and Learning. 25(1), 2-22, https://doi.org/10.1080/10986065.2021.1919817
Rance, G., Dowell, R. C., & Tomlin, D. (2023). The effect of classroom environment on literacy development. Npj Science of Learning. 8(9), 1-10. https://doi.org/10.1038/s41539-023-00157-y
Rianto, H., Ellis Salsabila, & Tian Abdul Aziz. (2022). Pengaruh Kemampuan Resiliensi dan Minat Belajar di Tengah Pandemi Covid-19 Terhadap Kemampuan Pemahaman Konsep Matematis Siswa SMA Islam Al-Azhar Kelapa Gading Jakarta. Jurnal Riset Pembelajaran Matematika Sekolah. 6(1), 89-100. https://doi.org/10.21009/jrpms.061.10
Robinson, O. C., Sebah, I., McNay, I., Field, J., Wragg, J., Stevenson, M., & Newton, P. (2021). Evaluating the REP-S brief resilience intervention for students in higher education: a multi-study mixed-methods programme of research. British Journal of Guidance and Counselling. 49(5), 672–688. https://doi.org/10.1080/03069885.2021.1888372
Setren, E., Greenberg, K., Moore, O., & Yankovich, M. (2021). Effects Of Flipped Classroom Instruction: Evidence From A Randomized Trial. 16(3), 363–387. Education Finance and Policy. https://doi.org/10.1162/edfp_a_00314
Siska Sri Agustina, P. N., & Suniasih, N. W. (2021). Adversity Quotient (AQ) Ditinjau dari Jenis Kelamin Siswa Kelas VI SD. Mimbar Ilmu. 26(1), 118–127. https://doi.org/10.23887/mi.v26i1.32284
Wulandari, W., & Kumalasari, D. (2022). Resiliensi Akademik Pada Mahasiswa: Bagaimana Kaitannya Dengan Dukungan Dosen?. 4(1), 19-30. Jurnal Psikologi Malahayati. https://doi.org/10.33024/jpm.v4i1.5058