Showing papers in "Jurnal Aksioma in 2020"

Kemampuan berpikir kritis matematis menggunakan model generative learning dan connecting, organizing, reflecting, extending (core)

Abstract: Penelitian ini bertujuan untuk membandingkan kemampuan berpikir kritis matematis siswa yang belajar menggunakan model generative learning dan connecting, organizing, reflecting, extending (CORE). Metode penelitian yang digunakan adalah metode eksperimen semu yang dilakukan pada kelas XI SMA Negeri 12 Jakarta. Teknik pengambilan sampel menggunakan purposive sampling . Kemampuan berpikir kritis matematis siswa diukur dengan tes yang dibuat sesuai indikator keterampilan berpikir kritis matematis pada materi integral sebanyak 5 soal yang telah melalui uji validitas dan reliabilitas. Kedua kelas eksperimen yang dipilih berasal dari populasi yang berdistribusi normal, memiliki varians homogen dan mempunyai kesamaan rata-rata. Berdasarkan hasil penelitian, kelas eksperimen I dengan model generative learning dan kelas eksperimen II dengan model CORE berdistribusi normal dan memiliki varians yang sama. Pengujian hipotesis dilakukan dengan uji-t dan taraf signifikansi Berdasarkan hasil perhitungan, diperoleh dan sehingga , maka ditolak. Oleh karena itu, dapat disimpulkan bahwa kemampuan berpikir kritis matematis siswa yang belajar dengan model generative learning lebih tinggi daripada model CORE. Abstract The objective of this study was to compare in mathematical critical thinking skills of students who learn to use the generative learning and CORE models. The research method applied is a quasi-experimental method carried out in class XI SMAN 12 Jakarta. The sampling technique in this study adopted purposive sampling. Students' mathematical critical thinking skills were measured by tests made according to indicators of mathematical critical thinking skills of the integral material as many as 5 questions that have been tested through validity and reliability. The two experimental classes selected came from populations that were normally distributed, had homogeneous variances and had similarities on average. Based on the results of the study, the experimental class I (generative learning model) and experimental class II (CORE model) were normally distributed and had the same variance. Hypothesis testing is done by using t-test statistics with a significance level Based on the results of calculations, obtained dan therefore , then is rejected. Therefore, it can be concluded that the mathematical critical thinking skill of students taught with the generative learning model is higher than the students taught using the CORE model.

The mathematics learning model’s for early grade students: contextual or problem-based learning

Abstract: This research aimed to know the appropriate learning model was applied in early grade mathematics learning by showed the differences in mathematics learning outcomes of students who use contextual teaching-learning and problem-based learning. This research method was quasi-experiment with a posttest only control group design. The population of this research were 3rd grade students of SD Negeri Wonosari, Semarang City. The sampling technique was used to cluster random sampling with two experimental classes. The first experimental class used contextual teaching-learning and the second experimental class used problem-based learning. The data were analyzed using a one-way ANOVA test. The results showed that there were differences between student mathematics learning outcomes in three classes. Student learning outcomes that applied contextual teaching and learning were better than mathematics learning outcomes of students who applied problem-based learning or conventional learning because contextual teaching and learning more emphasis on meaningful learning from real life that made it easier for students to understand. The teacher should be able to choose the appropriate model to be applied in mathematics learning following the grade level so that mathematics learning in the early grade could run optimally. So, this model was suitable to apply in early grade mathematics learning.

The differences of cognitive style fields-independent and dependent on students' mathematical problem solving abilities

Abstract: The study aims to determine the differences in field-independent cognitive styles with a dependent on students' mathematical problem solving abilities. This researcher uses a quantitative approach with a correlational survey method with factual exposure research types. The study population was the seventh grade students of Madrasah Tsanawiyah in Lombok Timur, amounting to 680. The sampling used was simple random sampling technique. The sampling technique uses percentage techniques. From a population of 680 people taken 10%, so the number of samples in this study was 68 people. The hypothesis analysis test used the t test with SPSS 22. The results showed that there was a difference between students' mathematical problem solving abilities in the group of students who had a field independent cognitive style and a group of students who had a field dependent cognitive style. the principal in recruiting students to enter the Madrasah Tsnawiyah, not only the value of the results of the National Primary School exam but rather the grouping of students based on independent and field dependent cognitive field styles

Pengaruh self regulated learning dan web course berbantuan google classroom, whatsapp group terhadap pemahaman konsep

Abstract: Penelitian ini bertujuan untuk mengetahui pengaruh self regulated learning terhadap pemahaman konsep, pengaruh e-learning tipe Web Course berbantuan google classroom dan whatsapp group terhadap pemahaman konsep, dan pengaruh self regulated learning dan e-learning tipe Web Course berbantuan google classroom dan whatsapp group terhadap pemahaman konsep. Penelitian ini tergolong dalam penelitian Quasi ekperimen tipe One group posttest only design. Subjek penelitian ini adalah mahasiwa semester IV sejumlah 17 mahasiswa program studi pendidikan matematika Universitas Peradaban. Pengumpulan data penelitian ini adalah observasi, tes, dan angket. Sedangkan analisis data yang digunakan adalah uji regresi dengan aplikasi SPSS. Hasil penelitian ini adalah terdapat pengaruh positif antara penerapan e-learning berbantuan google classroom dan whatsapp group terhadap kemampuan pemahaman konsep, terdapat pengaruh positif antara self regulated learning terhadap kemampuan pemahaman konsep, dan terdapat pengaruh positif antara self regulated learning dan penerapan e-learning berbantuan google classroom dan whatsapp group terhadap kemampuan pemahaman konsep. Abstract This study aims to determine the effect of self-regulated learning on concept understanding, the effect of e-learning type of Web Course assisted by google classroom and Whatsapp group on concept understanding, and the effect of self regulated learning and e-learning type of Web Course assisted by google classroom and Whatsapp group on understanding concept. This research belongs to the Quasi type One group posttest only design experiment. The subject of this research is the fourth semester students of the mathematics education study program at the University of Civilization. The research data collection was observation, test and questionnaire. While the data analysis used is a regression test with the SPSS application. The results of this study are that there is a positive influence between the implementation of e-learning assisted by google classroom and Whatsapp group on the ability to understand concepts, there is a positive influence between self regulated learning on the ability to understand concepts, and there is a positive influence between self regulated learning and the application of e-learning assisted by google classroom and Whatsapp group for the ability to understand concepts.

Efektifitas pembelajaran peer led guided inquiry untuk peningkatan kemampuan komunikasi matematis ditinjau dari number smart

Abstract: Penelitian ini dilatarbelakangi oleh pengamatan di SMP Negeri 7 Kotabumi bahwa kemampuan komunikasi matematis masih rendah, kemampuan peserta didik yang sulit untuk mengerjakan soal matematika, serta proses pembelajaran yang kurang bervariasi sehingga pembelajaran yang monoton. Tujuan dari penelitian ini adalah (1) untuk mengetahui pengaruh model pembelajaran Peer Led Guided Inquiry (PLGI) terhadap kemampuan komunikasi matematis peserta didik,(2) mengetahui pengaruh peserta didik yang memiliki kategori number smart yang tinggi, sedang, dan rendah terhadap kemampuan komunikasi matematis peserta didik, dan (3)mengetahui antara perlakuan pembelajaran dengan kategori number smart peserta didik terhadap kemampuan komunikasi matematis peserta didik. Metode yang digunakan dalam penelitian ini menggunakan metode kuantitatif. Teknik analisis data yang digunakan adalah validitas, taraf kesukaran, daya pembeda, dan reliabilitas. Teknik Uji prasyarat adalah normalitas, homogenitas, uji N-Gain . Uji hipotesis menggunakan uji anava dua arah dan uji scheffe. Hasil penelitian ini adalah untuk menunjukkan bahwa (1) Terdapat pengaruh model pembelajaran Peer Led Guided Inquiry terhadap kemampuan komunikasi matematis peserta didik. (2) Tidak terdapat pengaruh peserta didik yang memiliki kategori number smart tinggi, sedang, dan rendah terhadap kemampuan komunikasi matematis peserta didik pada materi operasi bentuk aljabar. (3) Tidak terdapat interaksi antara perlakuan model pembelajaran Peer Led Guided Inquiry dengan kategori number smart terhadap kemampuan komunikasi matematis pada materi operasi bentuk aljabar. Abstract The purpose of this study is (1) to determine the effect of Peer Led Guided Inquiry (PLGI) learning models on students' mathematical communication skills, (2) determine the effect of students who have high, medium, and low number smart categories on mathematical communication skills students, and (3) determine the learning treatment between the student number smart category to the students' mathematical communication skills.The method used in this research is quantitative methods. Data analysis techniques used are validity, level of difficulty, distinguishing power, and reliability. The prerequisite test techniques are normality, homogeneity, and N-Gain test. Hypothesis testing using two-way anova test and scheffe test. The results of this study are to show that (1) there is an effect of the Peer Led Guided Inquiry learning model on students' mathematical communication skills. (2) There is no effect of students who have high, medium, and low number smart categories on the mathematical communication skills of students on algebraic form operating material. (3) There is no interaction between the treatments of the Peer Led Guided Inquiry learning model with the number smart category to the mathematical communication skills of the algebraic form operating material.

The self regulated learning, habit of mind, and creativity as high order thinking skills predictors

Abstract: Tujuan penelitian ini adalah untuk menunjukkan bahwa kemandirian belajar, kebiasaan berpikir, dan kreativitas dapat dijadikan sebagai prediktor terhadap kemampuan berpikir tingkat tinggi. Metode penelitian ini menggunakan metode kuantitatif dengan bentuk penelitiannya berupa penelitian ex post facto. Teknik pengumpulan data yang digunakan adalah teknik pengukuran dan komunikasi tidak langsung sehingga alat pengumpul data yang digunakan adalah tes HOTS dan angket. Populasi dalam penelitian ini adalah seluruh mahasiswa semester I program studi pendidikan matematika IKIP PGRI Pontianak. Teknik pengambilan sampel menggunakan teknik cluster random sampling dan diperoleh satu kelas sebagai sampel penelitian dengan jumlah mahasiswa sebanyak 30 orang. Teknik analisis data dalam penelitian ini menggunakan statistik inferensial, regresi berganda. Hasil penelitian menunjukkan bahwa: kemandirian belajar dapat dijadikan prediktor terhadap HOTS, kebiasaan berpikir dapat dijadikan prediktor terhadap HOTS, kreativitas dapat dijadikan prediktor terhadap HOTS, dan kemandirian belajar, kebiasaan berpikir, dan kreativitas secara simultan dapat dijadikan sebagai prediktor terhadap HOTS. Selain itu, hasil penelitian ini juga menunjukkan bahwa yang dapat mempengaruhi HOTS tidak hanya model atau strategi pembelajaran saja, tetapi ada variabel lain yang bisa berpengaruh terhadap HOTS seperti kemandirian belajar, kebiasaan berpikir, dan kreativitas. Abstract The purpose of this research was to show that self regulated learning, habit of mind, and creativity could be used as predictors of high order thinking skill s ( HOTS ) . This research used quantitative method, ex post facto research. Data collection techniques used measurement and indirect communication techniques and data collection tool that used was HOTS test and questionnaire. The population were all undergraduate students of the first semester of mathematics education study program IKIP PGRI Pontianak. The sample of this research was taken by using the random cluster sampling technique and one class was obtained as a research sample with 30 students . Data analysis techniques in this study used inferential statistics, multiple regression. Based on the result of research, it was found that: self regulated learning could be a predictor of HOTS, habits of mind could be predictor of HOTS, creativity could be predictor of HOTS, and self regulated learning, habit of mind, and creativity simultaneously could be used as predictors of HOTS. The results of this study also indicated that the influence of HOTS was not only the model or learning strategy used but there were other variables like self regulated learning, habit of mind, and creativity .

Pengaruh model pembelajaran problem based learning (pbl) terhadap kemampuan pemecahan masalah mahasiswa

Abstract: Tujuan dalam penelitian ini adalah untuk mengetahui apakah peningkatan kemampuan pemecahan masalah mahasiswa dengan model Problem Based Learning (PBL) lebih baik dari pembelajaran langsung. Penelitian ini merupakan penelitian quasi experiment dengan rancangan pretest-posttest control group design . Sampel dalam penelitian ini adalah mahasiswa semester V kelas A dan B IKIP PGRI Pontianak dengan teknik cluster random sampling . Instrumen penelitian yang digunakan adalah soal tes kemampuan pemecahan masalah pada mata kuliah matematika diskrit. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan pemecahan masalah dimana pengujian hipotesis dengan menggunakan uji Mann-Whitney diperoleh nilai Asymp. Sig. (2-tailed) sebesar 0,000 lebih kecil dari 0,05 maka rata-rata kemampuan pemecahan masalah dengan menggunakan model PBL lebih besar daripada rata-rata kemampuan pemecahan masalah dengan menggunakan pembelajaran langsung. Dari hasil penelitian dapat disimpulkan bahwa mahasiswa yang pembelajarannya menerapkan pembelajaran dengan model PBL peningkatan kemampuan pemecahan masalah secara signifikan lebih baik dibandingkan dengan siswa yang pembelajarannya menggunakan pembelajaran langsung. The purpose of this study was to determine whether the increase in student problem solving abilities with the Problem Based Learning (PBL) model was better than direct learning. This research is a quasi experimental study with a pretest-posttest control group design. The sample in this study were the fifth semester students of class A and B IKIP PGRI Pontianak with cluster random sampling technique. The research instrument used was a test problem solving ability in discrete mathematics courses. The results showed that there was an increase in problem solving abilities where hypothesis testing using the Mann-Whitney test obtained Asymp. Sig. (2-tailed) of 0,000 less than 0,05, the average problem solving ability using the PBL model is greater than the average problem solving ability using direct learning. From the results of the study, it can be concluded thet students whose learning applies PBL model increase their problem solving abilities significantly better than students whose learning used direct learning.

Computational thinking ability students based on gender in calculus learning

Abstract: The purpose of this study was to determine differences in the computational thinking skills of first students of the Department of Informatics Engineering based on genders. This study uses quasi-experimental methods. The subjects in this study were semester two students of the Department of Informatics Engineering in 2019/2020. The research subjects were 34 male students and 23 female students. Methods of data collection using tests and observations. The research instrument used was a computational thinking ability test and an observation sheet. Data analysis using a t-test (independent sample) with analysis prerequisites in normality and homogeneity tests. Test analysis utilizing the help of IBM SPSS Statistics 20. The study of research data shows that there are significant differences between the computational thinking ability of male and female students. The average results of the computational thinking ability test showed that male students' computational thinking ability is better than the female students' computational thinking ability. The male and female students' computational thinking skills reach the generalization stage, where male students can find solutions directly through easy-to-understand and straightforward ideas. Meanwhile, female students can explain the flow and concepts used to solve problems. Abstrak Tujuan penelitian ini adalah untuk mengetahui perbedaan kemampuan berpikir komputasi mahasiswa semester awal jurusan Teknik Informatika berdasarkan jenis kelamin. Penelitian ini menggunakan metode eksperimen semu. Subjek dalam penelitian ini adalah mahasiswa semester 2 jurusan Teknik Informatika tahun ajaran 2019/2020. Subjek penelitian adalah 34 siswa laki-laki dan 23 siswa perempuan. Metode pengumpulan data menggunakan tes dan observasi. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir komputasi dan lembar observasi. Analisis data menggunakan uji-t dengan prasyarat analisis berupa uji normalitas dan homogenitas. Uji analisis menggunakan bantuan IBM SPSS Statistics 20. Hasil penelitian dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara kemampuan berpikir komputasi siswa laki-laki dan perempuan. Hasil rata-rata tes kemampuan berpikir komputasi diperoleh bahwa kemampuan berpikir komputasi siswa laki-laki lebih baik daripada kemampuan berpikir komputasi siswa perempuan. Kemampuan berpikir komputasi mahasiswa putra dan putri mencapai tahap generalisasi, dimana mahasiswa putra mampu mencari penyelesaian secara langsung melalui ide sederhana dan mudah dipahami. Sedangkan mahasiswa putri mampu menjelaskan alur dan konsep yang digunakan untuk menyelesaikan masalah.

Efektivitas pembelajaran daring berbasis masalah berbantuan geogebra terhadap kemampuan penalaran matematis di era covid-19

Abstract: Pada masa covid-19 pembelajaran dilaksanakan secara daring (online) , sehingga dibutuhkan beberapa alat belajar berbantuan ICT yang mampu menunjang efektivitas pembelajaran dengan baik yaitu Geogebra. Penelitian ini bertujuan untuk menelaah efektivitas pembelajaran berbasis masalah berbantuan Geogebra terhadap kemampuan penalaran matematis. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa SMK Swasta di kota cimahi, sedangkan sampelnya dipilih tiga kelas yang banyaknya 80 dari satu SMK swasta di kota Cimahi. Instrumen yang digunakan dalam penelitian ini adalah seperangkat tes kemampuan penalaran yang berbentuk soal uraian sebanyak 4 soal. Soal tersebut sudah memenuhi soal yang baik berdasarkan validitas, reliabilitas, daya pembeda dan indeks kesukaran. Berdasarkan hasil perhitungan menggunakan SPSS 18 diperoleh hasil bahwa model berbasis masalah dengan bantuan Geogebra dengan model berbasis masalah maupun biasa memiliki nilai sign. sebesar 0,000, karena nilai sign. < 0,05, maka dapat disimpulkan bahwa pembelajaran menggunakan model berbasis masalah berbantuan Geogebra lebih efektif dibandingkan model pembelajaran berbasis masalah maupun model biasa ditinjau dari kemampuan penalaran matematis siswa. Dengan demikian penerapan model berbasis masalah berbantuan Geogebra lebih efektif dibandingkan model berbasis masalah maupun konvensional terhadap kemampuan penalaran matematis. Abstract During the Covid-19 period, learning was carried out online, so it needed several ICT-assisted learning tools that were able to support the effectiveness of learning well, namely Geogebra. This study aims to examine the effectiveness of Geogebra-aided problem-based learning on abilities. The method used in this study is a quasi-experimental method. The population of this study was all private vocational students in the city of Cimahi, while the sample was selected in three classes with a total of 80 from one private vocational school in the city of Cimahi. The instrument used in this study was a set of reasoning ability tests in the form of 4-item description questions. These questions have fulfilled good questions based on validity, reliability, distinguishing features and difficulty index. Based on the results of calculations using SPSS 18 shows that the problem-based model base on Geogebra with problem-based and ordinary models has a sign value. of 0.000, because of the sign value. <0.05, it can be concluded that learning using a Geogebra-assisted problem-based model is more effective than problem-based learning models and ordinary models in terms of students' mathematical reasoning abilities. Therefore the results are obtained the application of a Geogebra-based problem-based model is more effective than a problem-based or conventional model in terms of mathematical reasoning abilities.

Worksheet berbantuan maple untuk meningkatkan algebraic reasoning dan self-regulated learning

Abstract: Penelitian ini bertujuan untuk untuk melihat peningkatan algebraic reasoning mahasiswa melalui pembelajaran worksheet berbantuan Maple dan menganalisis kategori SRL mahasiswa setelah pembelajaran. Penelitian ini dilaksanakan di Program Studi Pendidikan Matematika IKIP Siliwangi dengan pemilihan kelas A1 sebagai kelas eksperimen yang memperoleh pembelajaran dengan worksheet berbantuan Maple dan kelas A2 sebagai kelas control yang memperoleh pembelajaran biasa. Metode dalam penelitian ini adalah Kuasi Eksperimen dengan desain pretest-posttest design . Instrumen yang digunakan dalam penelitian ini adalah instrumen tes untuk mengukur algebraic reasoning ability dan kuesioner skala sikap self-regulated learning untuk mengukur kemampuan self-regulated learning. Pengolahan data menggunakan SPSS untuk menguji kenormalan, uji homogenitas dan uji perbedaan rata-rata pretes dan N-Gain. Kesimpulan dari penelitian ini adalah: 1) Peningkatan kemampuan algebraic reasoning mahasiswa yang memperoleh pembelajaran dengan worksheet bantuan Maple lebih baik dibandingkan dengan kelas yang memperoleh pembelajaran biasa ; dan 2) Self-Regulated learning (SLR) kelas eksperimen dan kelas kontrol ada pada kategori kuat. Abstract This study aims to see an increase in students' algebraic reasoning through Maple-assisted worksheet learning and analyze the SRL student category after learning. This research was carried out in the Mathematics Education Study Program IKIP Siliwangi with the selection of class A1 as an experimental class that obtained learning with a Maple-assisted worksheet and class A2 as a control class that gained regular learning. The method in this research is Quasi Experiment with pretest-posttest design. The instrument used in this study was a test instrument to measure algebraic reasoning ability and self-regulated learning attitude scale questionnaire to measure the ability of self-regulated learning. Data processing using SPSS to test normality, homogeneity test and the average difference test of pretest and N-Gain. The conclusions of this study are: 1) Improving the algebraic reasoning ability of students who get learning with Maple help worksheets is better than classes that get regular learning; and 2) Self-Regulated learning (SLR) experimental class and the control class are in the strong category

Hambatan mahasiswa calon guru matematika dalam menyelesaikan masalah bermuatan higher-order thinking skills

Abstract: Penelitian ini bertujuan untuk mengidentifikasi hambatan mahasiswa calon guru matematika dalam menyelesaikan masalah bermuatan HOTS dan faktor penyebabnya. Penelitian ini menggunakan metode kualitatif. Pengumpulan data adalah tes yang digunakan untuk mengidentifikasi hambatan belajar. Instrumen yang digunakan adalah pelaksana penelitian sebagai instrumen utama, instrument soal HOTS, kuisioner terbukaterkait hambatan belajar. Subjek penelitian terdiri dari 118 orang mahasiswa Pendidikan Matematika Semester ganjil dengan perwakilan tiap 1 kelas pada semester 1,3,5, dan 7 pada salah satu Universitas Muhammadiyah di Jakarta Timur yang dipilih dengan teknik purposive sampling. Hasil dari penelitian ini adalah terdapat tiga tipe hambatan belajar mahasiswa calon guru dalam menyelesaikan masalah bermuatan HOTS diantaranya (1) tipe 1 terkait konsep-konsep materi persamaan 4 variabel dan bilangan asli pada indikator kemampuan dalam menganalisis (C4) dan kreasi (C6); (2) tipe 2 terkait prosedur penyelesaian soal operasi aljabar, akar dan pecahan dalam bentuk irrasional pada indikator menganalisis (C4), Menilai (C5) dan kreasi (C6); (3) tipe 3 terkait hubungan materi matematika dengan konsep matematika yang lain yaitu geometri dengan trigonometri dan geometri dengan lingkaran pada indikator kemampuan dalam menilai (C5) dan kreasi (C6); Faktor yang menyebabkan mahasiswa calon guru matematika masih lemah dalam menyelesaikan masalah bermuatan HOTS adalah ketidakbiasaan mahasiswa dalam menyelesaikan masalah soal HOTS dan ketidakberkembangnya kemampuan berpikir tingkat tinggi siswa dalam menyelesaikan masalah. This study aims to identify the barriers of pre-services in solving HOTS-laden problems and their causes. This study uses a qualitative method. Data collection is a test used to identify learning barriers. The instrument used was the researcher as the main instrument, the HOTS question instrument, the open questionnaire related to learning obstacles. The research subjects consisted of 118 odd semesters Mathematics Education students with representatives for 1 class in semester 1,3,5 and 7 at one of the Muhammadiyah Universities in East Jakarta. They were selected by purposive sampling technique. The results of this study are that there are three types of pre-services obstacles in solving HOTS-loaded problems, including (1) type 1 related to the material concepts of the four variable equations and real numbers on the indicators of ability to analyze (C4) and creation (C6); (2) type 2 related to problem-solving solutions of algebra, roots, and fractions in the irrational form on indicators (C4), Assess (C5), and creation (C6); (3) type 3 relation between mathematics material and other mathematical concepts, namely geometry with trigonometry and geometry with circles on the indicators of ability in assessment (C5) and creation (C6); The factors that cause student mathematics teacher candidates to be weak in solving HOTS-laden problems are students' unfamiliarity with solving HOTS problems and not developing high-order thinking skills in solving problems.

Pre-service mathematics teachers metacognitive beliefs and their effect on mathematics anxiety

Abstract: The present study aimed to identify the effects of metacognitive beliefs on mathematics anxiety encompassed by pre-service mathematics teachers’. The intervention role of factors such as positive beliefs was also examined. For this purpose, a total of sixty college students from the mathematics education program of one of the public universities in Indonesia were investigated through cross-sectional surveys. The data of the research were collected through a students’ self-report measure of metacognitive beliefs and mathematics anxiety. The results reveal that although there is no gender difference in metacognitive beliefs, female students are more anxious in mathematics than male students. There are no year levels of difference in metacognitive beliefs and mathematics anxiety. The result shows that metacognitive beliefs have negatively correlated with math anxiety. This study concludes that developing metacognitive beliefs helps pre-service mathematics teachers to effectively overcome mathematics anxiety. Also, enhancing cognitive confidence and controlling negative beliefs about the uncontrollability of thoughts and danger has implications as a treatment to reduce mathematics anxiety.