Self-Concept of Junior High School Student in Learning Mathematics

Wahyu Septi Rahma Yus Sultra*1, Budi Usodo2, Ikrar Pramudya3
Postgraduate of Mathematics Education, Sebelas Maret University, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia

wseptirahma@gmail.com

Abstract

The current study aimed to find out the students’ perceptions towards mathematics learning. Students’ perceptions are described through the self-concept of mathematics learning in junior high school. Self-concept that focuses on personality building also impacts the learning outcomes in class. The self-concept is needed to foster the students’ views, self-confidence and positive attitudes when solving mathematics problems. Self-concept of students in learning consists of positive and negative self-concept. This study used descriptive research method with tecnique survey with questionnaire to 31 eighth grade students of Masaran Junior High School 2. Based on the data analysis, it was found that 64.5% of the students possessed positive self-concept and 34.5% of them had negative self-concept. Meaning that there are still students who possess negative perceptions towards mathematics learning. Students who have positive self-concept tended to have more achievements in school than those with negative self-concept. Mathematics learning is needed to involve students actively and stimulate their self-concept so that they will be able to obtain optimal mathematics learning outcomes.

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Cite this paper as:
Sultra W S R Y, Usodo B and Pramudya I 2019 Self-Concept of Junior High School Student in Learning Mathematics Proc. Int. Conf. on Mathematical Analysis, Its Applications and Learning (15 September 2018, Yogyakarta) ed B Utomo (Yogyakarta: Sanata Dharma University Press) pp 44–49