It Doesn't Mean that Students Don't Have Mathematics Anxiety: A Case Study of Mathematics Learning with Path Analysis

Abstract

<p style="text-align:justify">Mathematics anxiety has always been an interesting topic to study and discuss in the world of education. This study aimed to (1) investigate the impact of teacher roles, mathematics content, and mathematics anxiety on learning motivation, and (2) explore how students manage mathematics anxiety as a stimulus in learning motivation. This research used mixed methods with embedded concurrent design. The research sample was 100 respondents. The questionnaire instrument was arranged based on a Likert scale with 5 answer choices. This study used a structural equation model and confirmatory factor analysis as data analysis methods. The research findings indicated that: (1) a significant direct impact emerged between mathematics anxiety and students' learning motivation, and there was an indirect impact between the teacher's role and mathematics content on learning motivation; (2) students could manage mathematics anxiety when they were in optimal anxiety or positive anxiety so that they could overcome mathematics anxiety as a stimulus for achievement and deconstruct anxiety into motivation according to experience and personal resources. Results of this study confirmed that the statements about mathematics anxiety which always has a negative impact on motivation and learning achievement is not universal, because mathematics anxiety does not always have a negative impact on motivation and learning achievement if this anxiety is managed effectively.</p>

Analysis of Challenges and Difficulties of Undergraduate Students of Tadris Mathematics Uin K.H Abdurrahman Wahid Pekalongan in A Complex Analysis Course Reviewed from Learning Anxiety

“…Beberapa peneliti mendefinisikan kecemasan matematika "math anxiety as the panic, helplessness, paralysis, and mental disorganization that arises among some people when they are required to solve a mathematical problem" (Cipora et al, 2022). Apabila hal ini terus-menerus dibiarkan tanpa adanya pengelolaan kecemasan matematika yang baik, dikhawatirkan akan berdampak buruk terhadap persepsi siswa pada mata pelajaran matematika (Kusmaryono et al, 2022).…”

Evaluating the Results of PISA Assessment: Are There Gaps Between the Teaching of Mathematical Literacy at Schools and in PISA Assessment?

“…According to self-perception theory, we base our opinions on our behavior rather than analyzing ourselves in depth (Bem, 1972). Students' self-perceptions about mathematics can influence their behavior and interest in learning (Kusmaryono, Ubaidah, et al, 2022). Self-perception is divided into two areas, namely, positive and negative perception.…”

“…Students with the highest literacy skills (Level 6) are most proficient in mathematics. They perceive mathematics as useful for their future careers (Kusmaryono, Ubaidah, et al, 2022). They specifically prepare to study mathematics optimally to achieve the best results (Perales & Ruiz, 2021).…”

“…This manner of teaching causes students to become afraid of mathematics. Students may perceive mathematics instruction negatively in the school (Kusmaryono, Ubaidah, et al, 2022;Ulia & Kusmaryono, 2021). These negative perceptions are one factor that led to the failure of the school-based literacy movement to improve the quality of students' literacy skills.…”