CONTRIBUTION OF PEDAGOGICAL KNOWLEDGE, CONTENT KNOWLEDGE, PEDAGOGICAL CONTENT KNOWLEDGE, AND STUDENTS’ SELFAWARENESS TO STUDENTS’ MATHEMATICAL ANXIETY

This study aimed to determine the contribution of pedagogical knowledge, content knowledge, pedagogical content knowledge, and self-awareness of students to students' mathematical anxiety. This type of research was a combination (mixed methods), with a sequential explanatory design. The population of this research was all teachers and students of grade XI senior high school in Denpasar in the academic year 2018/2019. The sample was determined by purposive sampling technique. Purposive Sampling used 10 teachers and 196 students as research samples. Content knowledge data were obtained through content knowledge tests while pedagogical knowledge data, pedagogical content knowledge, self-awareness and mathematics anxiety were obtained through questionnaires, observation sheets, and interview guidelines. Quantitative research applied path analysis and qualitative research took descriptive analysis. Based on the results of qualitative data path analysis, it showed that there was a direct contribution from pedagogical knowledge, content knowledge, pedagogical content knowledge, self-awareness to mathematics anxiety simultaneously by 97.4%. These results were supported by a descriptive analysis, in which the teacher and student interview guidelines indicated that the teacher had prepared a learning plan, carried out and provided an evaluation to the fullest while the students were able to follow the learning process well. The results were also supported from the teacher observation sheet and students show, the teacher had carried out the learning according to the design made and students were motivated when learning took place