A Review of Mathematical Anxiety and Its Effect on Middle School Students' Mathematics Assignment Grades

Aisyah Fajri Nur Fatimah, Akhsanul In'am, Siti Khoiruli Ummah

Abstract


Abstract: Mathematical anxiety requires special attention in learning mathematics because it is often experienced by students, especially junior high school students. Therefore, the aim of this research was to analyze the influence of junior high school students' mathematics anxiety on mathematics assignment grades. The research method used descriptive with a quantitative approach. The research instrument used was a mathematics learning motivation questionnaire consisting of 36 statements with 5 alternative score choices and 100 random respondents. The data was analyzed using inferential statistical tests. Based on inferential statistical tests, the results obtained were that the data obtained t-test and f-test results with the significance of the results being smaller than the predetermined significance so that the null hypothesis (H0) was rejected. Thus, it can be concluded that there was an influence between the independent variable (test anxiety) on the dependent variable (task value). The next research recommendation is to design learning to reduce mathematical anxiety so that it can increase students' mathematics assignment scores.

Keywords


mathematical anxiety, assignment value, mathematics learning, junior high school students

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