Qurmatica-Based Learning as a Solution to Reduce Anxiety For Students' Mathematics Phobias

Abstract


INTRODUCTION
Mathematics is not just a lesson about counting like algebra and arithmetic, but mathematics is also a lesson to develop skills of reasoning, problem solving, and communication skills. Indicators of communication according to the Ontario Ministry of Education, namely (1) express and organize ideas and think mathematicsally (clarity expression, logical organization), using spoken language, visuals, and written forms (e.g . pictures, graphs, calculations, algebraic forms; materials in concrete form), (2) communication for different audiences (e.g. other students, teachers) and purposes (e.g. displaying data, justify completion, and express opinions mathematicsally) verbally, visually, and written, and (3) using conventions, vocabulary, and terms from mathematics (e.g. terms, symbols) orally, visually, and in writing [1]. In other words, mathematics has a very essential role for other sciences, especially science and technology. Science progress and technology that is so fast today can not be separated from the role of mathematics. May be said, Mathematics is the cornerstone of science and technology. Therefore mastering mathematics is one of the main roads leading to the development of science and technology technology in this country [2]. However, we can not deny the fact until now there are so many students in this country have difficulty in study mathematics. In fact, it is not uncommon for mathematics to be considered a scary thing, avoided as can as possible. Such conditions will clearly hinder the mastery of mathematicss [2], [3].
Understanding of mathematicsal concepts is needed by students to succeed in learning mathematics, this is same with the opinion from Fatqurhohman, one of the keys success in learning mathematicss is mastery of concepts [4]. Understanding ability about the mathematicsal concept of each student is different. There are several factors that influence, one of which is the anxiety experienced by students when learning mathematics.
In general, research has shown that mathematics anxiety has a relevant implications for student's learning, hindering performance in mathematics's course [5] and influence future opportunities for involvement in mathematics [6]. Mathematics anxiety can arise by the ability of students who are lack in mathematics, the character of the mathematics's teacher, the model learning used by the teacher, mathematics difficulties and lack of self-confidence [7].
Mathematicss is one of the most important sciences to learn. Not just for normally students, but also by student in Islamic boarding schools. But the fact, there are so many students of class XI at the Al-Ansor islamic boarding school of Manunggang Julu Village, Southeast Padangsidimpuan District, experienced anxiety when studying mathematics [8]. Some of the knowledge that students learn at the Islamic boarding school is cleary need mathematics. Call it, for example when studying Faraid, Falak, Distribution of Zakat, or etc. So, there is no reason for the students not to enjoy (read: learn) mathematics [9].
The fact that at the Al-Ansor Desa Islamic boarding school, Manunggang Julu, Southeast Padangsidimpuan District, there are so many class XI students who anxious when learning mathematics, assumes mathematics is a difficult subject. So in this case the researcher interested in providing solutions so the students at the islamic boarding school did not experience anxiety when learning mathematics [8]. Solution provided researcher to reduce students anxiety about mathematics is learning mathematics with the Qur'an's approach. Al-Qur'an approach is intended the students let open the Al-Qur'an as a reference when learning mathematics. How to pack the learning, the researcher formulate the Qurmatica method, by using the Qurmatica method learning design that combines the Al-Qur'an with mathematics. Qurmatica is solutions that can be used by students to encourage students enthusiasm in learning mathematics, because Qurmatica in practice can be used to play and learn mathematics in the same time. So that the students can reduce their anxiety about the mathematicss lesson and increase the knowledge of the application of the Al-Qur'an for Mathematicss.

METHOD
The method in this narrative review uses the method or literature approach (library research), in library research (library research), library search not just for the initial step of preparing a research design, but also for while at the same time utilizing library resources to obtain research data [10]. In literature research, there are four main characteristics that the author needs to pay attention to, including: First, that the writer or researcher is dealing directly with the Al-Qur'an and Mathematics problems or data literature, not with direct knowledge from the research area. Second, the library data is "ready to use" that means the researcher does not involved into the research area because researcher utilize with data sources in the library. Third, the data literature generally is a secondary source, that means the researcher obtains material or data from the second hand and not the original data from the first person in the research area. Fourth, the condition of library data is not limited by space and time [10]. Based on the above, then the data collection in the study is carried out by reviewing and/or explore several journals, books, and video documentaries (both in print and in electronic) as well as other sources of data and or information considered relevant to the research or study.

RESULTS AND DISCUSSION A. Mathematics in the Perspective of Santri
According to Pulungan states that mathematics is a subject less liked by students at school, especially in certain schools such as private madrasah (islamic boarding school) [8]. In islamic boarding schools, students experience anxiety, difficulties and hard to understand about mathematics lessons, even just hear the word of mathematics make students feels not good, it's because the discussion is always studying about things that relate with numbers so to learn it must be totally focuse and requires thinking out loud and strong memory, both in calculations and use the formula.
Mathematics anxiety involves tense feeling and anxiety that affect various how to solve mathematics problems in real life and academic [11]- [13]. Not only student involvement in mathematics lessons at school as academic, but whatever the form of problems in daily life as long as associated with numbers, students will be anxious and tense. Anxiety is one of the reason why good interpersonal relationships are important in understanding mathematics. This is because anxiety can increase, subjective to each individual, and affect easy to understand or not [14]. Learning mathematics as part of learning activities in madrasa is still facing obstacles, mathematics subjects are considered non-essential in the madrasa institution. If we look deeper, there are so many roles of mathematics in Islamic Sharia syariah includes prayer, zakat, hajj, fasting, legacy and etc. If this matter socialized since early stage by the teacher as facilitator, it is certain the students assume that mathematics is identical with earth lessons without any relation with the afterlife will be no more, students will doing with a sense of pleasure, no fear, dare to face the difficulties of life with mathematicss based on Islamic values [15]- [17].

B. Reducing Santri's Anxiety towards Mathematicss with the Al-Qur'an Approach and Mathematics
According to Fathani, mathematics is a basic science that needed by the people in daily life, either direct or indirect [9]. Mathematics is also a science that cannot be separated from religion. This clearly the truth can be known from the verses of the Al-Qur'an relating to mathematics, among which are verses that talk about numbers, operations numbers, and counting.
Therefore, mathematics is one of the important subjects to learn, not just for students at school but also students who are studying at school Islamic boarding school. Some of the knowledge that students learn in Islamic boarding schools, need mathematics too. For example, when studying about zakat distribution, faraid, and etc. So in this case, the students have applied the concept linkage mathematics with Islamic concepts that studied by students in Islamic boarding school.
The task of the teacher, especially in Islamic boarding school is not easy, especially in the teaching of mathematics. Student anxiety towards mathematics is also the responsibility of the teacher in the boarding school to think more widely, so that some students who experience anxiety about mathematics learning can be reduced. Factors that affect student anxiety on mathematics can In Qurmatica design view, it can be seen that there is a monopoly game concept. The game have 30 types of boxes: 1) The Question Box is a box that contains questions from Al-Qur'an for Mathematics, Al-Qur'an from Mathematicss and easy mathematics questions. There are 12 boxes containing 60 types of questions spread in the boxes. Can be seen in Picture 1 on the surprise box, Surpris, Neriman, and others are examples of question boxes. As Giving a name to the box that hoping can make student tenseless. 2) The box for reciting the Surah of the Al-Qur'an is a box where the player who occupies the box, must reading the surah that has been provided in the box. In the box for reading the Surah of the Al-Qur'an, it gives an advantage to the santri so that they do not always get questions about mathematicss. 3) Punishment Box is a box that contains punishment. Qurmatica already designing for this game can create a pleasure atmosphere and tenseless, so they can learn and play at the same time.
From the Qurmatica design, a material box is provided, all the teachers or clerics who is there, a place will be provided to edit the current material discussed. The contents of the box can be edited as desired. So the teachers or clerics in Islamic boarding schools can use Qurmatica according to mathematicss learning needs. In addition to these features, the game has a randomizer digital numbers and dialog boxes for the teachers or clerics for ask the attention from the students and can be directly typing in the dialog box and automatically save the text.

Picture 2. Display of Questions After The Player Occupies A Random Number Position
For instructions in the Qurmatica game, we can write in the dialog box on the initial screen next to the scrambler box. The teacher reads the rules games on learning Qurmatica.

2) Learning Syntax
Students listen and understand the rules of the game, if necessary students allowed to take notes. Engagement (grouping) The teacher divides the group according to the needs of students.
Students gather in groups which has been shared.
Exploration (group assignment) The cleric or teacher tell there are 4 task for each in the group. Write questions, read out question, discuss or search the answers to questions that have been provided by Qurmatica in Al-Qur'an.
Students divide group assignments according to their amount.
Action (the first player to start rolling the dice) The teacher provide space for students to press the P1 button, then for the group listed on the media that has been provided.
Representative from each group roll the dice.

Transformation (collaborative discussion)
If the dice come out number of digits, players or member group, do according to the location occupied The teacher arrange, pay attention, help and record the results of the group work.
-If in the question box, students discuss and find answers with the group in mathematicss and Al-Qur'an textbooks Qur'an. -If in the recitation box, then the surah can be represented by each group or read together. -If in the penalty box, then one group or the representative being execution of the punishment. The punisment way is depend and given by the teacher. Reply Action (keep doing continuous max 5 turn) The teacher arrange, pay attention, help and record the results of the group work.
Practice Qurmatica'slearning process, the game will be a method to reducing students anxiety towards mathematicss. Reflection (feed back and appraisal) The teacher act as a facilitator.
Students with the teacher conclude about what they have been learned.