The correlation between mathematics anxiety and mathematics learning outcomes of upper-grade elementary school students

DOI: https://doi.org/10.34007/jdm.v7i1.3089
Nur Amalah(1), Mohammad Faizal Amir(2),


(1) Universitas Muhammadiyah Sidoarjo, Sidoarjo, East Java, Indonesia, 61215
(2) Universitas Muhammadiyah Sidoarjo, Sidoarjo, East Java, Indonesia, 61215

Abstract


Mathematics anxiety is an affective condition that may be associated with students’ academic performance in mathematics. This study aimed to examine the relationship between mathematics anxiety and mathematics learning outcomes among upper-grade elementary school students. A quantitative research method with a correlational approach was employed. The participants were 23 fifth-grade students selected from four elementary schools using purposive sampling. Mathematics anxiety data were collected using a questionnaire covering cognitive, somatic, and attitudinal dimensions, while mathematics learning outcomes were obtained from students’ mathematics final examination scores. Descriptive and inferential analyses were conducted using IBM SPSS Statistics. The Shapiro–Wilk normality test indicated that the data were not normally distributed. Therefore, Spearman’s rank correlation was used as the primary hypothesis-testing procedure. The analysis produced a significant negative correlation between mathematics anxiety and mathematics learning outcomes (? = ?0.625, p = 0.001, two-tailed). The findings indicate that students with higher levels of mathematics anxiety tend to obtain lower mathematics learning outcomes. However, the interpretation of the findings should be made cautiously due to the small sample size, non-normal data distribution, and limitations in the reported reliability of the measurement instrument. The findings highlight the importance of supportive and student-centered mathematics learning environments that may help reduce students’ anxiety and facilitate their engagement in mathematics learning.


Keywords


Mathematics anxiety; mathematics learning outcomes; elementary school students

Full Text:

PDF
DOI: https://doi.org/10.34007/jdm.v7i1.3089

References


Andriani, A. (2023). Analisis Tingkat Kecemasan Siswa Pada Pembelajaran Matematika Kelas X Di MAS YMPI Tanjungbalai Tahun Pembelajaran 2022/2023. Student Scientific Creativity Journal (SSCJ), 1(3).

Artama, E. N. N., Amin, S. M., & Siswono, T. Y. E. (2020). Pengaruh kecemasan matematika terhadap hasil belajar matematika siswa. Jurnal Penelitian Pendidikan Matematika Dan Sains, 4(1), 34–40.

Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134.

Cahyani, N. K. R., & Wulandari, I. G. A. A. (2021). The effects of anxiety and emotional intelligence on the mathematic learning outcomes of fifth grade students. Indonesian Journal of Educational Research and Review, 4(1), 44–53.

Cavanagh, R., & Sparrow, L. (2010). Measuring mathematics anxiety: Paper 1-Developing a construct model. AARE Annual Conference, 1–11.

Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Sz?cs, D., & Mammarella, I. C. (2022). Math performance and academic anxiety forms, from sociodemographic to cognitive aspects: A meta-analysis on 906,311 participants. Educational Psychology Review, 34(1), 363–399.

Ekawati, A. (2015). Pengaruh kecemasan terhadap hasil belajar matematika siswa kelas VII SMPN 13 Banjarmasin. Math Didactic: Jurnal Pendidikan Matematika, 1(3).

Fauziah, N., & Pujiastuti, H. (2020). Analisis Tingkat Kecemasan Siswa Dalam Menghadapi Ujian Matematika. Transformasi : Jurnal Pendidikan Matematika Dan Matematika, 4(1), 179–188. https://doi.org/10.36526/tr.v4i1.872

Febryliani, I., Umam, K., Soebagjoyo, J., & Maarif, S. (2021). Kecemasan Siswa Sekolah Menegah Atas dalam Menyelesaikan Masalah pada Materi Program Linier dalam Praktek Kelas Virtual. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 1(1), 34–52. https://doi.org/10.51574/kognitif.v1i1.12

Hakim, R. N., Adirakasiwi, A. G., Karawang, U. S., Ronggo Waluyo, J. H., Timur, T., Karawang, K., & Barat, J. (2021). Analisis Tingkat Kecemasan Matematis Siswa Sma. Jurnal Pembelajaran Matematika Inovatif, 4(4). https://doi.org/10.22460/jpmi.v4i4.809-816

Hidayat, Y. W., & Maharani, A. (2023). Analisis Kondisi Psikologis Siswa Dalam Pembelajaran Matematika Melalui Asesmen Diagnostik. SJME (Supremum Journal of Mathematics Education), 7(2), 169–179. https://doi.org/10.35706/sjme.v7i2.8761

Ikhsan, M. (2019). Pengaruh Kecemasan Matematis Terhadap Hasil Belajar Matematika Siswa. In Jurnal Pendidikan Matematika (Vol. 2, Number 1).

Lailiyah, S., Hayat, S., Urifah, S., & Setyawati, M. (2021). Levels of students’ mathematics anxieties and the impacts on online mathematics learning. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 40(1), 107–119.

Lubis, F. P., Siregar, N. B., & Siagian, S. A. B. (2025). Analisis Kecemasan Matematika pada Siswa Kelas Rendah SDN 060851 Madong Lubis dan Implikasinya terhadap Pembelajaran. Formatif: Jurnal Pendidikan Sosial Dan Humaniora, 1(02).

Maulidya Baharuddin, S., Kurniawan, R., & Aisyah Mustafa, S. (2024). Analisis Permasalahan Pembelajaran Matematika di SMK Negeri 3 Majene. 2(2). https://malaqbipublisher.com/index.php/MAKSI

Niut, M., Yuni, Y., & Marlina, A. (2020). Hubungan Kecemasan (Anxiety) terhadap Hasil Belajar Matematika Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel. Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara III, 159–167.

Prasetyo, F., & Dasari, D. (2023). Studi Literatur: Identifikasi Kecemasan Matematika dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa (Vol. 4, Number 2).

Pratama, R. H., & Affandi, G. R. (2023). The Relationship Between Levels of Mathematics Anxiety and Mathematics Learning Outcomes of Upper Grade Elementary School Students in Sidoarjo: Hubungan Antara Tingkat Kecemasan Matematika dengan Hasil Belajar Matematika Siswa Kelas Atas Sekolah Dasar di Sidoarjo. Indonesian Journal of Innovation Studies, 21, 10–21070.

Putwain, D. W., & Wood, P. (2023). Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement. ZDM–Mathematics Education, 55(2), 285–298.

Setiani, L., & Lubis, N. A. (2024). The Influence of Mathematical Anxiety and Self-Concept on Students’ Mathematics Learning Outcomes. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 8(1), 11–22.

Wicaksono, A. B., & Saufi, M. (2013). Mengelola kecemasan siswa dalam pembelajaran matematika. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 9(4), 89–94.

Zanabazar, A., Deleg, A., Ravdan, M., & Tsogt-Erdene, E. (2023). The relationship between mathematics anxiety and mathematical performance among undergraduate students. Jurnal Ilmiah Peuradeun, 11(1), 309–322.




DOI: https://doi.org/10.34007/jdm.v7i1.3089

Refbacks

  • There are currently no refbacks.


Journal of Didactic Mathematics

Mahesa Research Center