Levels of Students’ Mathematics Anxieties and the Impacts  on Online Mathematics Learning

Lailiyah, Siti; Hayat, Sihhatul; Urifah, Siti; Setyawati, Maunah

doi:10.21831/cp.v40i1.36437

Cited by 17 publications

(16 citation statements)

References 37 publications

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“…It is aligned with previous studies (Amani et al, 2011;Devine et al, 2012;Goetz et al, 2013). During this pandemic period, both genders experienced moderate levels of mathematics anxiety following a recent study by Lailiyah et al (2021). Khesht-Masjedi et al (2019) declare that anxiety is always associated with adolescence, which could explain why there is no statistically significant difference in anxiety levels across ages.…”

Section: Discussionsupporting

confidence: 88%

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Ulfah

Akmalia

Jusra

2023

jel

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The COVID-19 pandemic is causing a change in the field of education, where learning is currently becoming online. It affects the psychology of the students. This study aimed to analyze the mathematics anxiety and learning motivation of secondary students based on gender during the pandemic. This study was quantitative research. The participants in this study were 451 eighth-grade students of State Secondary School in South Jakarta. The instrument used was a questionnaire. It consisted of 45 statements belonging to 22 items on mathematics anxiety and 23 items on student learning motivation. The data analysis applied was descriptive, Mann-Whitney test, and correlation analysis. The results found that students' mathematics anxiety during the COVID-19 pandemic was moderate. Meanwhile, students' learning motivation was in the high category. In addition, there were significant differences in mathematics anxiety levels between male and female students. However, there was no significant difference in the motivation of learning mathematics students. The correlation between mathematics anxiety and learning motivation indicated a negative relationship.

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Section: Discussionsupporting

confidence: 88%

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Ulfah

Akmalia

Jusra

2023

jel

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“…Huyen et al (2021) describes mathematical anxiety as a feeling of nervousness that prevents the use of numbers, being able to solve mathematical operations in daily life, as well as in academic spaces. In this same sense, Lailiyah et al (2021) specify Mathematical Anxiety (MA) as a state of restlessness caused by carrying out mathematical tasks and which is manifested through feelings of apprehension, aversion, tension, worry, frustration and fear, in addition to pointing out that environmental factors (negative experiences in class), intellectual (degree of thinking), and personality (self-esteem, learning style, attitude and confidence) influence to generate this feeling in students and consequently they cannot develop their full capacity.…”

Section: Math Anxietymentioning

confidence: 79%

Mathematics Anxiety and Its Effects on Engineering Students’ Performance During the Covid 19 Pandemic

Velazco¹,

Hinostroza

Martínez

et al. 2021

J. Math. Educ.

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The research objective was to describe the levels of anxiety and their effects on performance manifested by the mathematics students of the engineering faculty of the National University of Chimborazo UNACH during the 2020-1 academic semester. The study is in the quantitative paradigm with a descriptive exploratory design. The total sample consisted of 120 students studying mathematics, which are at different levels and careers of the engineering faculty. The sample selection was of an intentional non-probabilistic type and had as inclusion criteria not having been diagnosed with an anxiety disorder. The Brief Anxiety Situations and Responses Inventory was applied (ASRI-B). The ASRI-B was sent to students by email to facilitate data collection. The two-factor ANOVA (mathematics and comprehension) uses to analyze the research results. It's allowed to find statistically significant differences in the grasp of the contents presented by the teachers in a virtual way for the cognitive and physiological response system and the general level of anxiety, as well as in situational areas of evaluation anxiety and anxiety in everyday situations, during the academic closure in the quarantine season due to the COVID-19 pandemic.

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“…Namun, pembelajaran daring juga memiliki banyak kekurangan seperti memunculkan kecemasan siswa (Lailiyah et al, 2021); aksebilitas jaringan yang rendah (Handayani, 2020); keterbatasan sarana parasana (Dwi et al, 2020); kebutuhan finansial lebih tinggi (Almaiah et al, 2020); kesiapan guru belum maksimal (Kahfi, 2020); penguasaan teknologi masih rendah (A. Purwanto et al, 2020); serta ketidakpuasan siswa dalam pembelajaran (Napitupulu, 2020).…”

Section: Pendahuluanunclassified

Pengaruh Cognitive Skills Terhadap Hasil Belajar Matematika Secara Daring

Wahyuddin

Nur²,

Satriani

2022

jptk

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The covid 19 pandemic that occurred resulted in the learning process being carried out online, but online learning was found to have many obstacles so that in order to make online learning effective, students' cognitive abilities must be optimized. This quantitative study aims to analyze the cognitive skills of students that can influence online mathematics learning outcomes and to describe the cognitive skills variables that have the dominant influence. This research is a quantitative survey research conducted in January-March 2021 involving 155 high school students in Makassar City, consisting of 95 women and 60 men. The research variables consisted of exogenous variables, namely cognitive skills (metacognition, reading comprehension ability, cognitive needs, and intelligence), while the endogenous variables were the results of learning mathematics. The instruments used to measure exogenous variables are questionnaires and intelligence tests that meet the validity and reliability tests. The endogenous variable is learning outcomes obtained from the documentation value of students' mathematics learning outcomes (report scores). The data was processed by descriptive analysis and inferential analysis using structural equation modeling (SEM). The results of the study indicate that metacognition and intelligence have a positive and significant effect on online mathematics learning outcomes, it means that the higher the metacognition and intelligence possessed by students, the student's learning outcomes will increase. Meanwhile, reading comprehension skills and cognitive needs were found to have no significant effect on online mathematics learning outcomes, this means that reading comprehension skills and cognitive needs have not provided sufficient evidence that they can affect online mathematics learning outcomes. The cognitive skills variable that gives the dominant influence on online mathematics learning outcomes is intelligence with a contribution of 19.53%. This shows that intelligence has a great influence on the online learning process of mathematics

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Levels of Students’ Mathematics Anxieties and the Impacts on Online Mathematics Learning

Cited by 17 publications

References 37 publications

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Mathematics Anxiety and Its Effects on Engineering Students’ Performance During the Covid 19 Pandemic

Pengaruh Cognitive Skills Terhadap Hasil Belajar Matematika Secara Daring

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