The Effect of Math Anxiety on Students' Mathematics Performance with the Mediating Role of Math Self-Efficacy
Pengaruh Kecemasan Matematika terhadap Performa Matematika Siswa dengan Peran Mediasi Efikasi Diri Matematika
DOI:
https://doi.org/10.21070/ups.2499Keywords:
Math Anxiety, Math Self-Efficacy, Mathematics PerformaceAbstract
The mathematics performance of Indonesian students is low. Many factors affect students' mathematics performance, including math anxiety and math self-efficacy. This study was conducted to determine whether there is a mediating role of math self-efficacy on the effect between math anxiety and math performance. This is a quantitative research with a mediated path analysis model. The subjects were 236 students who were taken using a proportionate stratified random sampling technique. To measure math anxiety and math self-efficacy, each used adaptations of the Scale for Assessing Math Anxiety in Secondary School (SAMAS) and Alat Ukur Efikasi Matematika Indonesia (AUKEMI). And the original score of the final semester exam to measure mathematics performance. The results showed (1) there is no direct effect between math anxiety and mathematics performance; (2) math self-efficacy fully mediates the effect between math anxiety and mathematics performance; (3) math anxiety has a negative effect on math self-efficacy.
Downloads
References
OECD, “PISA 2015 Results in Focus,” 2016. doi: https://doi.org/10.1787/aa9237e6-en.
A. Schleicher, “PISA 2018: Insights and Interpretations,” Paris, 2019. [Online]. Available: https://eric.ed.gov/?id=ED601150
F. Avvisati, A. Echazarra, P. Givord, and M. Schwabe, “Indonesia - Country Note - PISA 2018 Results,” 2019. [Online]. Available: https://gpseducation.oecd.org/CountryProfile?primaryCountry=IDN&treshold=10&topic=PI
T. Chandra and L. R. M. Royanto, “Pengaruh math self-efficacy dan math anxiety terhadap performansi matematika pada siswa kelas v sd,” J. Magister Psikol. UMA, vol. 11, no. 2, pp. 126–136, 2019, doi: 10.31289/analitika.v11i2.2878.
J. Finell, E. Sammallahti, J. Korhonen, H. Eklöf, and B. Jonsson, “Working memory and its mediating role on the relationship of math anxiety and math performance: a meta-analysis,” Front. Psychol., vol. 12, no. 798090, pp. 1–14, 2022, doi: 10.3389/fpsyg.2021.798090.
N. Ozkal, “Relationships between self-efficacy beliefs, enggagement and academic performance in math lessons,” Cypriot J. Educ. Sci., vol. 14, no. 2, pp. 190–200, 2019, doi: 10.18844/cjes.v14i2.3766.
J. Zhang, N. Zhao, and Q. P. Kong, “The relationship between math anxiety and math performance: A meta-analytic investigation,” Front. Psychol., vol. 10, no. 1613, pp. 1–17, 2019, doi: 10.3389/fpsyg.2019.01613.
G. Muncer, P. A. Higham, C. J. Gosling, S. Cortese, H. Wood-Downie, and J. A. Hadwin, “A meta-analysis investigating the association between metacognition and math performance in adolescence,” Educ. Psychol. Rev., vol. 34, no. 1, pp. 301–334, 2022, doi: 10.1007/s10648-021-09620-x.
F. Liviananda and R. Ekawati, “Hubungan keyakinan siswa tentang matematika dan pembelajarannya dengan kemampuan matematika,” J. Ilm. Pendidik. Mat., vol. 8, no. 2, pp. 357–364, 2019, [Online]. Available: https://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/25554/23429
A. Sumiati and Y. Agustini, “Analisis kesulitan menyelesaikan soal segi empat dan segitiga siswa smp kelas viii di cianjur,” J. Cendekia J. Pendidik. Mat., vol. 4, no. 1, pp. 321–330, 2020, [Online]. Available: https://doi.org/10.31004/cendekia.v4i1.184
H. Julie, F. Sanjaya, and A. Y. Anggoro, “The students’ ability in the mathematical literacy for uncertainty problems on the pisa adaptation test,” in The 4th International Conference on Research, Implementation, and Education of Mathematics and Science (4th ICRIEMS), Sleman: AIP Publishing, 2017, pp. 1–10. doi: 10.1063/1.4995153.
L. M. Rizki and N. Priatna, “Mathematical literacy as the 21st century skill,” in Journal of Physics: Conference Series, Bandung: IOP Publishing Ltd, 2019, pp. 1–5. doi: 10.1088/1742-6596/1157/4/042088.
S. Luttenberger, S. Wimmer, and M. Paechter, “Spotlight on math anxiety,” Psychol. Res. Behav. Manag., vol. 11, pp. 311–322, 2018, doi: 10.2147/PRBM.S141421.
OECD, “PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know,” Paris, 2013. [Online]. Available: http://hdl.voced.edu.au/10707/280925
M. H. Ashcraft, “Math anxiety: Personal, educational, and cognitive consequences,” Curr. Dir. Psychol. Sci., vol. 11, no. 5, pp. 181–185, 2002, doi: 10.1111/1467-8721.00196.
Y. Mutlu, “Math anxiety in students with and without math learning difficulties,” Int. Electron. J. Elem. Educ., vol. 11, no. 5, pp. 471–475, 2019, doi: 10.26822/iejee.2019553343.
W. H. Sherard, “Math Anxiety in the Classroom,” Clear. House A J. Educ. Strateg. Issues Ideas, vol. 55, no. 3, pp. 106–110, 1981, doi: 10.1080/00098655.1981.10113669.
F. Z. Hadi, M. Fathurrohman, and C. A. Hadi, “Kecemasan matematika dan kemampuan berpikir kritis matematis siswa di sekolah menengah pertama,” Algoritm. J. Math. Educ., vol. 2, no. 1, pp. 59–72, 2020, doi: 10.15408/ajme.v2i1.16312.
C. Berliana and A. G. Adirakasiwi, “Pengaruh mathematics anxiety terhadap hasil belajar matematika siswa smp di masa pandemi covid-19,” J. Cendekia J. Pendidik. Mat., vol. 5, no. 3, pp. 2628–2635, 2021, [Online]. Available: https://j-cup.org/index.php/cendekia/article/view/919/459
E. Commodari and V. L. La Rosa, “General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills,” Acta Psychol. (Amst)., vol. 220, no. 103413, pp. 1–7, 2021, doi: 10.1016/j.actpsy.2021.103413.
M. Y. Mazana, C. S. Montero, and R. O. Casmir, “Investigating students’ attitude towards learning mathematics,” Int. Electron. J. Math. Educ., vol. 14, no. 1, pp. 207–231, 2019, doi: 10.29333/iejme/3997.
C. Schöber, K. Schütte, O. Köller, N. McElvany, and M. M. Gebauer, “Reciprocal effects between self-efficacy and achievement in mathematics and reading,” Learn. Individ. Differ., vol. 63, pp. 1–11, 2018, doi: 10.1016/j.lindif.2018.01.008.
N. A. Rusyda, S. Suherman, S. Suhendra, and R. Rusdinal, “Meningkatkan self-efficacy matematis peserta didik pada pembelajaran matematika melalui pendekatan brain based learning,” Media Pendidik. Mat., vol. 8, no. 2, pp. 74–79, 2020, doi: 10.33394/mpm.v8i2.3192.
A. Ardiansyah, “Penguasaan konsep matematika ditinjau dari efikasi diri dan kemandirian belajar,” Alfarisi J. Pendidik. MIPA, vol. 1, no. 1, pp. 1–8, 2018, [Online]. Available: https://journal.lppmunindra.ac.id/index.php/alfarisi/article/view/2886
S. Somawati, “Peran efikasi diri (self efficacy) terhadap kemampuan pemecahan masalah matematika,” J. Konseling dan Pendidik., vol. 6, no. 1, pp. 39–45, 2018, doi: 10.29210/118800.
L. F. Masitoh and H. Fitriyani, “Improving students’ mathematics self-efficacy through problem based learning,” Malikussaleh J. Math. Learn., vol. 1, no. 1, pp. 26–30, 2018, doi: 10.29103/mjml.v1i1.679.
Z. Xu and E. E. Jang, “The role of math self-efficacy in the structural model of extracurricular technology-related activities and junior elementary school students’ mathematics ability,” Comput. Human Behav., vol. 68, pp. 547–555, 2017, doi: 10.1016/j.chb.2016.11.063.
C. Du, K. Qin, Y. Wang, and T. Xin, “Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations,” Learn. Individ. Differ., vol. 91, no. 102060, pp. 1–8, 2021, doi: 10.1016/j.lindif.2021.102060.
M. S. Macmull and S. Ashkenazi, “Math anxiety: The relationship between parenting style and math self-efficacy,” Front. Psychol., vol. 10, no. 1721, pp. 1–12, 2019, doi: 10.3389/fpsyg.2019.01721.
A. Bandura, W. H. Freeman, and R. Lightsey, “Self-efficacy: The exercise of control.” Springer, 1999.
D. Zhang and C. Wang, “The relationship between mathematics interest and mathematics achievement: Mediating roles of self-efficacy and mathematics anxiety,” Int. J. Educ. Res., vol. 104, no. 101648, pp. 1–9, 2020, doi: 10.1016/j.ijer.2020.101648.
L. Fitriyani and A. Miatun, “Efikasi diri dan kecemasan matematika hubungannya dengan kemampuan berpikir kritis siswa kelas xi mipa,” Prox. J. Penelitihan Mat. dan Pendidik. Mat., vol. 5, no. 2, pp. 168–180, 2022, doi: 10.30605/proximal.v5i2.
S. Sujarwo, “Hubungan antara efikasi diri dengan kecemasan belajar matematika pada siswa ips kelas i sma karya ibu palembang,” J. Ilm. PSYCHE, vol. 8, no. 1, p. 63, 2014.
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D, 2nd ed. Bandung: Alfabeta CV, 2022.
L. Yáñez-Marquina and L. Villardón-Gallego, “Math anxiety, a hierarchical construct: Development and validation of the scale for assessing math anxiety in secondary education,” Ansiedad y Estres, vol. 23, no. 2–3, pp. 59–65, 2017, doi: 10.1016/j.anyes.2017.10.001.
K. R. Mubarrak, H. Ihsan, and D. Z. Wyandini, “Development of math efficacy scale for junior high school student in indonesia,” J. Elem., vol. 8, no. 1, pp. 276–289, 2022, doi: 10.29408/jel.v8i1.4522.
S. Thomaes, I. C. Tjaarda, E. Brummelman, and C. Sedikides, “Effort self-talk benefits the mathematics performance of children with negative competence beliefs,” Child Dev., vol. 91, no. 6, pp. 2211–2220, 2020, doi: 10.1111/cdev.13347.
F. P. Negara, Z. Abidin, and S. S. Faradiba, “Meningkatkan self-efficacy matematika siswa melalui pembelajaran berbasis masalah,” J. Cendekia J. Pendidik. Mat., vol. 7, no. 1, pp. 455–466, 2022, doi: 10.31004/cendekia.v7i1.1943.
A. Fane and S. Sugito, “Pengaruh keterlibatan orang tua, perilaku guru, dan motivasi belajar terhadap prestasi belajar matematika siswa,” J. Ris. Pendidik. Mat., vol. 6, no. 1, pp. 53–61, 2019, doi: 10.21831/jrpm.v6i1.15246.
C. A. R. Putrie and M. Fauzia, “Pengaruh dukungan sosial orang tua terhadap prestasi belajar siswa smp angkasa halim perdana kusuma jakarta timur,” J. Inov. Pendidik. Ekon., vol. 9, no. 2, pp. 177–182, 2019, doi: 10.24036/011068980.
A. L. Uran, S. I. Leton, and I. V. Uskono, “Pengaruh efikasi diri dan dukungan sosial guru terhadap prestasi belajar matematika siswa,” Asimtot J. Kependidikan Mat., vol. 1, no. 1, pp. 69–76, 2019, doi: 10.30822/asimtot.v1i1.100.
Downloads
Additional Files
Posted
License
Copyright (c) 2023 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
