Sikap dan Kebimbangan terhadap Statistik dalam Pendidikan Matematik
Abstract
Statistik adalah kursus yang mencabar untuk pelajar dan yang sering dikaitkan dengan kebimbangan dan memberi kesan terhadap sikap pelajar semasa menghadapi dengan kursus Statistik. Oleh itu, kajian ini bertujuan untuk menentukan trend kecenderungan kajian terdahulu yang telah menjalankan sikap dan kebimbangan terhadap statistik berdasarkan negara dan hubungan antara kebimbangan statistik dan sikap terhadap statistik. Kajian ini dijalankan berpandukan empat fasa yang terdapat dalam model Systematic Reviews and Meta-Analyses (PRISMA) iaitu pengenalpastian, saringan, kelayakan dan kemasukan telah dijalankan berdasarkan protokol kriteria yang ditentukan. Sebanyak 10 artikel yang diambil daripada pangkalan data Scopus dan Web of Science (WoS) di antara tahun 2018 hingga 2022 dijadikan sebagai sumber kajian. Keputusan kajian menunjukkan hubungan antara kebimbangan statistik dan sikap terhadap statistik adalah secara negatif. Hubungan antara kebimbangan statistik dan sikap terhadap statistik turut dapat dilihat segi jantina, umur dan cara berkursus serta intervensi yang diberi kepada pelajar. Kajian ini berharap dapat menujukkan implikasi dan pandangan awal kepada penyelidik mengenai pelaksanaan kajian yang berkaitan dengan kebimbangan statistik dan sikap terhadap statistik dengan lebih efektif.
Statistics is a challenging course for students and one that is often associated with anxiety and affects students' attitudes when facing the Statistics course. Therefore, this study aims to determine the tendency of previous studies that have conducted attitude and anxiety towards statistics based on the country and the relationship between statistical anxiety and attitude towards statistics. This study was conducted based on the four phases found in the Systematic Reviews and Meta-Analyses (PRISMA) model, namely identification, screening, eligibility, and inclusion were conducted based on the defined criteria protocol. A total of 10 articles taken from the Scopus and Web of Science (WoS) databases between the years 2018 to 2022 were used as research sources. The results of the study show that the relationship between statistical anxiety and attitude towards statistics is negative. The relationship between statistical anxiety and attitudes towards statistics can also be seen in terms of demographics, namely gender, age and the way courses are taken, and the interventions given to students. This study hopes to show the implications and initial insights to researchers regarding the implementation of studies related to statistical concerns and attitudes towards statistics more effectively.
References
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Cantinotti, M., Lalande, D., Ferlatte, M.-A., & Cousineau, D. 2017. Validation de la version francophone du Questionnaire d'anxiété statistique (SAS-F-24) [Validation of the French version of the Statistics Anxiety Scale (SAS-F)]. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 49(2), 133-142.
Condron, Dennis J., Jacob H. Becker, and Linda Bzhetaj. 2018. “Sources of Students’ Anxiety in a Multidisciplinary Social Statistics Course.”Teaching Sociology 46(4), 346–55. https://doi.org/10.1177/0092055X18780501
Eduljee, N., & LeBourdais, P. 2015. Gender Differences in Statistics Anxiety with UndergraduateCollege Students. The International Journal of Indian Psychology, 269-82.
Adius Kusnan, Sulastrianah, R. (2020). Peningkatan Peran Civitas Perguruan Tinggi Dalam Upaya Tanggap Bencana Nasional Melalui Edukasi Dan Pencegahan Penyebaran Wabah Pada Masa Pandemi Covid 19 Di Kota Kendari. Anoa : Jurnal Pengabdian Masyarakat Sosial, Politik, Budaya, Hukum. Ekonomi, 2(1), 137. https://doi.org/10.52423/anoa.v2i1.15161
Arsyad, S., Zaim, M., & Susyla, D. (2018). Review and citation style in research article introductions: A comparative study between national and international english-medium journals in medical sciences. Discourse and Interaction, 11(1), 28–51. https://doi.org/10.5817/DI2018-1-28
Egodawatte, G. (2019). Some Suggestions for Teaching Undergraduate Business Statistics Courses. Asian Journal of Economics, Business and Accounting, 11(3), 1–9. https://doi.org/10.9734/ajeba/2019/v11i330130
Eshet, Y., Steinberger, P., & Grinautsky, K. (2021). Relationship between statistics anxiety and academic dishonesty: A comparison between learning environments in social sciences. Sustainability (Switzerland), 13(3), 1–18. https://doi.org/10.3390/su13031564
Flemming, K., Booth, A., Garside, R., Tunçalp, Ö., & Noyes, J. (2019). Qualitative evidence synthesis for complex interventions and guideline development: clarification of the purpose, designs and relevant methods. BMJ Global Health, 4(Suppl 1), e000882. https://doi.org/10.1136/bmjgh-2018-000882
Garni, I., & Amelia, S. (2015). Alat Analisis Data: Aplikasi Statistik untuk Penelitian Bidang Ekonomi dan Sosial. Penerbit Andi.
González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning and Individual Differences, 45, 214–221. https://doi.org/https://doi.org/10.1016/j.lindif.2015.12.019
Grenier, S., Payette, M.-C., Gunther, B., Askari, S., Desjardins, F. F., Raymond, B., & Berbiche, D. (2019). Association of age and gender with anxiety disorders in older adults: A systematic review and meta-analysis. International Journal of Geriatric Psychiatry, 34(3), 397–407. https://doi.org/10.1002/gps.5035
Hayrol Azril Mohamed Shaffril, Samsul Farid Samsuddin, A. A. S. (2021). The ABC of systematic literature review: the basic methodological guidance for beginners. Quality & Quantity, 55(4), 1319–1346. https://doi.org/10.1007/s11135-020-01059-6
Heretick, D. M. L., & Tanguma, J. (2021). Anxiety and Attitudes Toward Statistics and Research Among Younger and Older Nontraditional Adult Learners. Journal of Continuing Higher Education, 69(2), 87–99. https://doi.org/10.1080/07377363.2020.1784690
Hwa Julie, L. J., Tan, L. C., & Rosli, R. (2022). Pemikiran Komputasional dalam Matematik: Satu Tinjauan Literatur Bersistematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001455. https://doi.org/10.47405/mjssh.v7i4.1455
Jokić, M., Mervar, A., & Mateljan, S. (2019). Comparative analysis of book citations in social science journals by Central and Eastern European authors. Scientometrics, 120(3), 1005–1029. https://doi.org/10.1007/s11192-019-03176-y
Kouchaki, M. (2015). Anxious, Threatened, and Also Unethical: How Anxiety Makes Individuals Feel...: EBSCOhost. 100(2), 360–375. http://web.b.ebscohost.com.proxy-ub.rug.nl/ehost/pdfviewer/pdfviewer?vid=35&sid=95624c7f-a268-4145-a023-d1ad333a90e1%40pdc-v-sessmgr06
Lalande, D., Cantinotti, M., Gagnon, J., & Cousineau, D. (2019). Three pathways from achievement goals to academic performance in an undergraduate statistics course. Statistics Education Research Journal, 18(1), 94–105. https://doi.org/10.52041/serj.v18i1.152
Levpušček, M. P., & Cukon, M. (2022). That Old Devil Called ‘Statistics’: Statistics Anxiety in University Students and Related Factors. Center for Educational Policy Studies Journal, 12(1), 147–168. https://doi.org/10.26529/cepsj.826
Macarthur, K. R. (2020). Avoiding over-diagnosis: Exploring the role of gender in changes over time in statistics anxiety and attitudes. Numeracy, 13(1), 1–26. https://doi.org/10.5038/1936-4660.13.1.4
Macher, D., Papousek, I., Ruggeri, K., & Paechter, M. (2015). Statistics anxiety and performance: Blessings in disguise. Frontiers in Psychology, 6(AUG), 4–7. https://doi.org/10.3389/fpsyg.2015.01116
Mat Saad, Z., Ahmad, K., Sabu, S., & Johari, J. (2022). Persepsi Terhadap Pengajaran Dan Pembelajaran Atas Talian Semasa Pandemik Dalam Kalangan Pelajar Politeknik Sultan Abdul Halim Mu’Adzam Shah. Jurnal Pembangunan Sosial, 25, 191–216. https://doi.org/10.32890/jps2022.25.9
Mcintee, S., & Deck-léger, E. (n.d.). ( MAL ) ADAPTIVE COGNITIONS AS PREDICTORS OF STATISTICS. 21(February 2022), 1–18.
Mohamed, H., & Maat, S. M. (2021). Sorotan Literatur Bersistematik Terhadap Komuniti Pembelajaran Profesional dalam kalangan Guru Matematik Sekolah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), 164–176. https://doi.org/10.47405/mjssh.v6i10.1066
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Antes, G., Atkins, D., Barbour, V., Barrowman, N., Berlin, J. A., Clark, J., Clarke, M., Cook, D., D’Amico, R., Deeks, J. J., Devereaux, P. J., Dickersin, K., Egger, M., Ernst, E., Gøtzsche, P. C., … Tugwell, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Najmi, A., Raza, S. A., & Qazi, W. (2018). Does statistics anxiety affect students’ performance in higher education? The role of students’ commitment, self-concept and adaptability. The International Journal of Management Education, 12, 95. https://api.semanticscholar.org/CorpusID:148990005
Nguyen, T. H., Newby, M., & Skordi, P. G. (2015). Development and use of an instrument to measure students’ perceptions of a business statistics learning environment in higher education. Learning Environments Research, 18(3), 409–424. https://doi.org/10.1007/s10984-015-9192-3
Nina B. Eduljee, & Pamela LeBourdais. (2015). Gender Differences in Statistics Anxiety with Undergraduate College Students. International Journal of Indian Psychology, 2(3). https://doi.org/10.25215/0203.028
Peiró-Signes, Á., Trull, O., Segarra-Oña, M., & García-Díaz, J. C. (2021). Anxiety towards statistics and its relationship with students’ attitudes and learning approach. Behavioral Sciences, 11(3). https://doi.org/10.3390/bs11030032
Peiró-Signes, Á., Trull, Ó., Segarra-Oña, M., & García-Díaz, J. C. (2020). Attitudes towards statistics in secondary education: Findings from fsQCA. Mathematics, 8(5), 1–17. https://doi.org/10.3390/MATH8050804
Prayoga, T., & Abraham, J. (2017). A Psychological Model Explaining Why We Love or Hate Statistics. Cognition in Mathematics. https://api.semanticscholar.org/CorpusID:151844129
Rojas-Kramer, C., Limón-Suárez, E., Moreno-García, E., & García-Santillán, A. (2018). Factors that explain the attitude towards statistic in high-school students: Empirical evidence at technological study center of the sea in Veracruz, Mexico. European Journal of Contemporary Education, 7(1), 165–176. https://doi.org/10.13187/ejced.2018.1.165
Samuel, T. S., & Warner, J. (2021). “I Can Math!”: Reducing Math Anxiety and Increasing Math Self-Efficacy Using a Mindfulness and Growth Mindset-Based Intervention in First-Year Students. Community College Journal of Research and Practice, 45(3), 205–222. https://doi.org/10.1080/10668926.2019.1666063
Sandoz, E. K., Butcher, G., & Protti, T. A. (2017). A preliminary examination of willingness and importance as moderators of the relationship between statistics anxiety and performance. Journal of Contextual Behavioral Science, 6(1), 47–52. https://doi.org/https://doi.org/10.1016/j.jcbs.2017.02.002
Smith, T. F., & Capuzzi, G. (2019). Using a Mindset Intervention to Reduce Anxiety in the Statistics Classroom. Psychology Learning and Teaching, 18(3), 326–336. https://doi.org/10.1177/1475725719836641
Steinberger, P. (2020). Assessing the Statistical Anxiety Rating Scale as applied to prospective teachers in an Israeli Teacher-Training College. Studies in Educational Evaluation, 64(November 2019), 100829. https://doi.org/10.1016/j.stueduc.2019.100829
Wenzel, K., & Reinhard, M. A. (2020). Tests and academic cheating: do learning tasks influence cheating by way of negative evaluations? In Social Psychology of Education (Vol. 23, Issue 3). Springer Netherlands. https://doi.org/10.1007/s11218-020-09556-0
Xiao, Y., & Watson, M. (2019). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
Zhang, H., Shi, Y., Zhou, Z. E., Ma, H., & Tang, H. (2020). Good people do bad things: How anxiety promotes unethical behavior through intuitive and automatic processing. Current Psychology, 39(2), 720–728. https://doi.org/10.1007/s12144-018-9789-7
Zimmerman, W. A., & Austin, S. R. (2018). Using attitudes and anxieties to predict end-ofcourse outcomes in online and face-to-face introductory statistics courses. Statistics Education Research Journal, 17(2), 68–81. https://doi.org/10.52041/serj.v17i2.159
Arsyad, S., Zaim, M., & Susyla, D. (2018). Review and citation style in research article introductions: A comparative study between national and international english-medium journals in medical sciences. Discourse and Interaction, 11(1), 28–51. https://doi.org/10.5817/DI2018-1-28
Cantinotti, M., Lalande, D., Ferlatte, M.-A., & Cousineau, D. 2017. Validation de la version francophone du Questionnaire d'anxiété statistique (SAS-F-24) [Validation of the French version of the Statistics Anxiety Scale (SAS-F)]. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 49(2), 133-142.
Condron, Dennis J., Jacob H. Becker, and Linda Bzhetaj. 2018. “Sources of Students’ Anxiety in a Multidisciplinary Social Statistics Course.”Teaching Sociology 46(4), 346–55. https://doi.org/10.1177/0092055X18780501
Eduljee, N., & LeBourdais, P. 2015. Gender Differences in Statistics Anxiety with UndergraduateCollege Students. The International Journal of Indian Psychology, 269-82.
Adius Kusnan, Sulastrianah, R. (2020). Peningkatan Peran Civitas Perguruan Tinggi Dalam Upaya Tanggap Bencana Nasional Melalui Edukasi Dan Pencegahan Penyebaran Wabah Pada Masa Pandemi Covid 19 Di Kota Kendari. Anoa : Jurnal Pengabdian Masyarakat Sosial, Politik, Budaya, Hukum. Ekonomi, 2(1), 137. https://doi.org/10.52423/anoa.v2i1.15161
Arsyad, S., Zaim, M., & Susyla, D. (2018). Review and citation style in research article introductions: A comparative study between national and international english-medium journals in medical sciences. Discourse and Interaction, 11(1), 28–51. https://doi.org/10.5817/DI2018-1-28
Egodawatte, G. (2019). Some Suggestions for Teaching Undergraduate Business Statistics Courses. Asian Journal of Economics, Business and Accounting, 11(3), 1–9. https://doi.org/10.9734/ajeba/2019/v11i330130
Eshet, Y., Steinberger, P., & Grinautsky, K. (2021). Relationship between statistics anxiety and academic dishonesty: A comparison between learning environments in social sciences. Sustainability (Switzerland), 13(3), 1–18. https://doi.org/10.3390/su13031564
Flemming, K., Booth, A., Garside, R., Tunçalp, Ö., & Noyes, J. (2019). Qualitative evidence synthesis for complex interventions and guideline development: clarification of the purpose, designs and relevant methods. BMJ Global Health, 4(Suppl 1), e000882. https://doi.org/10.1136/bmjgh-2018-000882
Garni, I., & Amelia, S. (2015). Alat Analisis Data: Aplikasi Statistik untuk Penelitian Bidang Ekonomi dan Sosial. Penerbit Andi.
González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning and Individual Differences, 45, 214–221. https://doi.org/https://doi.org/10.1016/j.lindif.2015.12.019
Grenier, S., Payette, M.-C., Gunther, B., Askari, S., Desjardins, F. F., Raymond, B., & Berbiche, D. (2019). Association of age and gender with anxiety disorders in older adults: A systematic review and meta-analysis. International Journal of Geriatric Psychiatry, 34(3), 397–407. https://doi.org/10.1002/gps.5035
Hayrol Azril Mohamed Shaffril, Samsul Farid Samsuddin, A. A. S. (2021). The ABC of systematic literature review: the basic methodological guidance for beginners. Quality & Quantity, 55(4), 1319–1346. https://doi.org/10.1007/s11135-020-01059-6
Heretick, D. M. L., & Tanguma, J. (2021). Anxiety and Attitudes Toward Statistics and Research Among Younger and Older Nontraditional Adult Learners. Journal of Continuing Higher Education, 69(2), 87–99. https://doi.org/10.1080/07377363.2020.1784690
Hwa Julie, L. J., Tan, L. C., & Rosli, R. (2022). Pemikiran Komputasional dalam Matematik: Satu Tinjauan Literatur Bersistematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001455. https://doi.org/10.47405/mjssh.v7i4.1455
Jokić, M., Mervar, A., & Mateljan, S. (2019). Comparative analysis of book citations in social science journals by Central and Eastern European authors. Scientometrics, 120(3), 1005–1029. https://doi.org/10.1007/s11192-019-03176-y
Kouchaki, M. (2015). Anxious, Threatened, and Also Unethical: How Anxiety Makes Individuals Feel...: EBSCOhost. 100(2), 360–375. http://web.b.ebscohost.com.proxy-ub.rug.nl/ehost/pdfviewer/pdfviewer?vid=35&sid=95624c7f-a268-4145-a023-d1ad333a90e1%40pdc-v-sessmgr06
Lalande, D., Cantinotti, M., Gagnon, J., & Cousineau, D. (2019). Three pathways from achievement goals to academic performance in an undergraduate statistics course. Statistics Education Research Journal, 18(1), 94–105. https://doi.org/10.52041/serj.v18i1.152
Levpušček, M. P., & Cukon, M. (2022). That Old Devil Called ‘Statistics’: Statistics Anxiety in University Students and Related Factors. Center for Educational Policy Studies Journal, 12(1), 147–168. https://doi.org/10.26529/cepsj.826
Macarthur, K. R. (2020). Avoiding over-diagnosis: Exploring the role of gender in changes over time in statistics anxiety and attitudes. Numeracy, 13(1), 1–26. https://doi.org/10.5038/1936-4660.13.1.4
Macher, D., Papousek, I., Ruggeri, K., & Paechter, M. (2015). Statistics anxiety and performance: Blessings in disguise. Frontiers in Psychology, 6(AUG), 4–7. https://doi.org/10.3389/fpsyg.2015.01116
Mat Saad, Z., Ahmad, K., Sabu, S., & Johari, J. (2022). Persepsi Terhadap Pengajaran Dan Pembelajaran Atas Talian Semasa Pandemik Dalam Kalangan Pelajar Politeknik Sultan Abdul Halim Mu’Adzam Shah. Jurnal Pembangunan Sosial, 25, 191–216. https://doi.org/10.32890/jps2022.25.9
Mcintee, S., & Deck-léger, E. (n.d.). ( MAL ) ADAPTIVE COGNITIONS AS PREDICTORS OF STATISTICS. 21(February 2022), 1–18.
Mohamed, H., & Maat, S. M. (2021). Sorotan Literatur Bersistematik Terhadap Komuniti Pembelajaran Profesional dalam kalangan Guru Matematik Sekolah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), 164–176. https://doi.org/10.47405/mjssh.v6i10.1066
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Antes, G., Atkins, D., Barbour, V., Barrowman, N., Berlin, J. A., Clark, J., Clarke, M., Cook, D., D’Amico, R., Deeks, J. J., Devereaux, P. J., Dickersin, K., Egger, M., Ernst, E., Gøtzsche, P. C., … Tugwell, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.1000097
Najmi, A., Raza, S. A., & Qazi, W. (2018). Does statistics anxiety affect students’ performance in higher education? The role of students’ commitment, self-concept and adaptability. The International Journal of Management Education, 12, 95. https://api.semanticscholar.org/CorpusID:148990005
Nguyen, T. H., Newby, M., & Skordi, P. G. (2015). Development and use of an instrument to measure students’ perceptions of a business statistics learning environment in higher education. Learning Environments Research, 18(3), 409–424. https://doi.org/10.1007/s10984-015-9192-3
Nina B. Eduljee, & Pamela LeBourdais. (2015). Gender Differences in Statistics Anxiety with Undergraduate College Students. International Journal of Indian Psychology, 2(3). https://doi.org/10.25215/0203.028
Peiró-Signes, Á., Trull, O., Segarra-Oña, M., & García-Díaz, J. C. (2021). Anxiety towards statistics and its relationship with students’ attitudes and learning approach. Behavioral Sciences, 11(3). https://doi.org/10.3390/bs11030032
Peiró-Signes, Á., Trull, Ó., Segarra-Oña, M., & García-Díaz, J. C. (2020). Attitudes towards statistics in secondary education: Findings from fsQCA. Mathematics, 8(5), 1–17. https://doi.org/10.3390/MATH8050804
Prayoga, T., & Abraham, J. (2017). A Psychological Model Explaining Why We Love or Hate Statistics. Cognition in Mathematics. https://api.semanticscholar.org/CorpusID:151844129
Rojas-Kramer, C., Limón-Suárez, E., Moreno-García, E., & García-Santillán, A. (2018). Factors that explain the attitude towards statistic in high-school students: Empirical evidence at technological study center of the sea in Veracruz, Mexico. European Journal of Contemporary Education, 7(1), 165–176. https://doi.org/10.13187/ejced.2018.1.165
Samuel, T. S., & Warner, J. (2021). “I Can Math!”: Reducing Math Anxiety and Increasing Math Self-Efficacy Using a Mindfulness and Growth Mindset-Based Intervention in First-Year Students. Community College Journal of Research and Practice, 45(3), 205–222. https://doi.org/10.1080/10668926.2019.1666063
Sandoz, E. K., Butcher, G., & Protti, T. A. (2017). A preliminary examination of willingness and importance as moderators of the relationship between statistics anxiety and performance. Journal of Contextual Behavioral Science, 6(1), 47–52. https://doi.org/https://doi.org/10.1016/j.jcbs.2017.02.002
Smith, T. F., & Capuzzi, G. (2019). Using a Mindset Intervention to Reduce Anxiety in the Statistics Classroom. Psychology Learning and Teaching, 18(3), 326–336. https://doi.org/10.1177/1475725719836641
Steinberger, P. (2020). Assessing the Statistical Anxiety Rating Scale as applied to prospective teachers in an Israeli Teacher-Training College. Studies in Educational Evaluation, 64(November 2019), 100829. https://doi.org/10.1016/j.stueduc.2019.100829
Wenzel, K., & Reinhard, M. A. (2020). Tests and academic cheating: do learning tasks influence cheating by way of negative evaluations? In Social Psychology of Education (Vol. 23, Issue 3). Springer Netherlands. https://doi.org/10.1007/s11218-020-09556-0
Xiao, Y., & Watson, M. (2019). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
Zhang, H., Shi, Y., Zhou, Z. E., Ma, H., & Tang, H. (2020). Good people do bad things: How anxiety promotes unethical behavior through intuitive and automatic processing. Current Psychology, 39(2), 720–728. https://doi.org/10.1007/s12144-018-9789-7
Zimmerman, W. A., & Austin, S. R. (2018). Using attitudes and anxieties to predict end-ofcourse outcomes in online and face-to-face introductory statistics courses. Statistics Education Research Journal, 17(2), 68–81. https://doi.org/10.52041/serj.v17i2.159
Published
2023-09-30
How to Cite
SHI YING, Tay; MAAT, Siti Mistima.
Sikap dan Kebimbangan terhadap Statistik dalam Pendidikan Matematik.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 3, p. 82-93, sep. 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/23826>. Date accessed: 01 dec. 2023.
Section
Articles
