R. Wahyuni, D. Juniati, P. Wijayanti
The problem and the aim of the study. Mathematics anxiety is one of the global problems in mathematics learning, especially in solving geometry problems. Mathematical problem-solving is an important teaching tool and is a significant part of learning mathematics. However, most students have not achieved optimal problem-solving because the level of mathematical anxiety still haunts them. This is because mathematics anxiety can cause someone to avoid studying mathematics or anything related to mathematics. This research aims to see how junior high school students mathematics anxiety in learning mathematics and its impact on solving geometry problems. Research methods. The sample for this research was junior high school students aged 13 to 15 years, totalling 197 respondents consisting of 115 female students and 82 male students. The methodology used in this research is a mix-method with a sequential explanatory design, which consists of two stages, namely quantitative data collection based on mathematics anxiety questionnaires and geometry problem-solving tests Meanwhile, qualitative data was collected for the second stage based on observations, geometric problem-solving tasks, and interviews. The results of the mathematics anxiety questionnaire and geometry problem solving test were analyzed using a simple linear regression test with SPSS software to see the effect of mathematics anxiety on students' geometry problem solving using a quantitative approach. After that, the analysis continued by grouping students into two, namely subjects with low mathematics anxiety and high mathematics anxiety. After obtaining the results, the researcher gave problem-solving tasks to be explored further using a qualitative approach. Results. Based on the simple linear regression analysis using SPSS software, the equation Y=109.758-1.151X was obtained. The regression coefficient is negative, so the direction of the influence of mathematics anxiety on geometric problem-solving is negative. Thus, it can be concluded that mathematics anxiety influences geometric problem-solving. This indicates that the more a person's anxiety, the worse their geometric problem-solving. Based on the analysis results, the two subjects solved the geometry problem using the Polya stages well and systematically. However, they use different methods and strategies to solve the problem. Students with low math anxiety seem to be able to solve geometry problems well and correctly; this is inversely proportional to students with high math anxiety. Conclusion. Mathematics anxiety impairs pupils' ability to solve geometry problems. The regression equation suggests that mathematics anxiety has a detrimental influence on geometric problem-solving. This implies that the higher a person's mathematics anxiety, the lower their geometric problem-solving, and vice versa. This study aims to understand the function of mathematics anxiety in solving geometry problems and its influence on problem-solving. In addition, it reveals that someone who has low math anxiety is more successful in solving geometry problems compared to someone with higher math anxiety. This research also shows that someone with excessive levels of mathematics anxiety can hinder their performance in solving geometric problems. © 2024 LLC Ecological Help. All rights reserved.
Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Surabaya State University, Indonesia; Mathematics Education Program, Faculty of Science and Technology PGRI Silampari University, Lubuklinggau, Indonesia
