出版社：Lembaga Penelitian Mahasiswa Penalaran Universitas Negeri Makassar (LPM Penalaran UNM)
摘要：This research aims to describe the direct and indirect effects of learning anxiety and learning styles on students’ mathematical reasoning abilities. The data in this study are mathematical reasoning ability data measured by essay examination, learning anxiety and learning style data measured by questionnaires. Data were analyzed using Structural Equation Model. The results showed that learning anxiety directly had a negative effect on the ability of mathematical reasoning with a correlation of -0.59. Meanwhile, learning styles directly have a positive effect on students’ mathematical reasoning abilities with a correlation of 0.46. Furthermore, it was found that learning anxiety and learning styles also affect the ability of mathematical reasoning indirectly with a correlation coefficient of -1.13. Learning anxiety is a more dominant factor influencing mathematical reasoning abilities that is equal to 34.8%, while learning styles only amount to 21.1%. The results of this study expect the learning process that is designed to minimize learning anxiety and use appropriate learning styles so that it can improve mathematical reasoning abilities.
