An Information Technology-Based Learning to Reduce Math Anxiety in Solving Problem
Herfa Maulina Dewi Soewardini1, Hery Setiyawan2, Suhartono3, Siti Maghfirotun Amin4, Abdul Talib Bin Bon5

1Herfa Maulina Dewi Soewardini, Department of Mathematics Education and Postgraduate Student of Mathematics Education, Universitas Wijaya Kusuma Surabaya and Universitas Negeri Surabaya, Surabaya, Indonesia.
2Hery Setiyawan. The lecturer of Mathematics Education Department Universitas Wijaya Kusuma Surabaya.
3Suhartono. The lecturer of Mathematics Education Department Universitas Wijaya Kusuma Surabaya.
4Maghfirotun Amin. Professor and Head of Postgraduate Doctoral Program of Mathematics Education Department, Universitas Negeri Surabaya, Jawa Timur Indonesia. Member of Organization: Indonesian Mathematics Society (IndoMS).
5Abdul Talib Bin Bon, is Professor of Technology Management. He is a Lecturer at Department of Technology, Fakulti Pengurusan Teknologi dan Perniagaan, Universiti Tun Hussein Onn Malaysia (UTHM), Johor, Malaysia.
Manuscript received on September 22, 2019. | Revised Manuscript received on October 20, 2019. | Manuscript published on October 30, 2019. | PP: 2117-2119 | Volume-9 Issue-1, October 2019 | Retrieval Number: A9670109119/2019©BEIESP | DOI: 10.35940/ijeat.A9670.109119
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Abstract: Students who experience anxiety can influence how these students to think, reason, and do actions to solve problems in mathematics subjects, especially about triangles. The solution used to reduce the level of mathematics anxiety of students is to use an information technology-based learning. The purpose of this study is to describe whether information technology-based learning and communication can reduce mathematics anxiety of grade 7 students. This classroom action research consists of two cycles with the initial stage of setting targets for achieving indicators of research success. The results showed that the average level of anxiety of students classified as high, namely 92, then decreased to 82 in the first and 70 cycles at the end of the second cycle. While the percentage of implementation of information technology-based learning at the end of the first cycle was 80.25% and at the end of the second cycle was 91%.
Keywords: Information technology-based learning, math anxiety, problem solving.