<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui: 1) apakah terdapat hubungan antara gender dan kecemasan matematika terhadap kemampuan pemahaman konsep; 2) apakah terdapat hubungan antara gender dan kemampuan pemahaman konsep; 3) apakah terdapat hubungan antara kecemasan matematika dan kemampuan pemahaman konsep. Penelitian ini adalah penelitian kuantitatif dengan jenis asosiatif. Siswa kelas VIII salah satu SMP Negeri di Cikarang Barat merupakan populasi pada penelitian ini. Sampel minimal diperoleh menggunakan rumus SLovin. Sebanyak 175 siswa dipilih dengan teknik cluster random sampling. Hasil tes kemampuan pemahaman konsep matematis dan data skor angket kecemasan matematika merupakan data utama pada penelitian ini. Uji asumsi klasik (normalitas, multikolinearitas dan heteroskedastisitas) digunakan sebelum pengujian hipotesis. Uji regresi berganda digunakan untuk menguji hipotesis. Penelitian ini memberikan hasil: (1) sebesar 2,5% kemampuan pemahaman konsep ditentukan oleh faktor gender dan kecemasan matematika; (2) Terdapat hubungan antara gender dan kecemasan terhadap pemahaman konsep; (3) Terdapat hubungan antara gender dan kemampuan pemahaman konsep; dan (4) Tidak terdapat hubungan antara kecemasan matematika terhadap kemampuan pemahaman konsep. The goals of this study were to find out: (1) there was a correlation between gender and math anxiety toward conceptual understanding ability; (2) there was a correlation between gender and conceptual understanding ability; and (3) there was a correlation math anxiety and conceptual understanding ability. This was a quantitative study with an associative type. The population consisted of grade VIII students from one of secondary school in Cikarang Barat District. The Slovin Formula was used to determine the minimum sample size required. A total of 175 student were selected using cluster random sampling technique. The mathematics anxiety score and conceptual understanding ability score were the main data in this study. The classical assumption tests were required before hypothesis test. Furthermore, the research hypothesis was tested multiple regression test. The following findings were obtained from this study: (1) gender and math anxiety determined 2,5% of conceptual understanding ability; (2) there was a correlation between gender and math anxiety toward conceptual understanding ability; (3) there was a correlation between gender and conceptual understanding ability; and (4) there wasn’t a correlation between math anxiety and conceptual understanding ability.]]>
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