The Phenomenon of Math Anxiety in Schools: Analysis of Causes and Solutions Based on Evidence from Teachers and Students Anneke Primadiana
Universitas Pendidikan Indonesia, Bandung, Indonesia
Abstract
Math anxiety is a psychological problem that affects students^ learning abilities, characterized by feelings of anxiety, tension, or fear when dealing with mathematics. This study aims to analyze the causes of students^ math anxiety and provide solutions to address it. The research employs a qualitative approach with a case study design. Participants in the study included 39 students from class XI F at SMAN 17 Bandung. Data was collected through the Math Anxiety Rating Scale (MARS) questionnaire, semi-structured interviews, and classroom observations. Data were analyzed thematically. The results showed that 66.67% of students experienced moderate anxiety, 25.64% low anxiety, and 7.69% high anxiety, with the dominant indicator being cognitive disturbances at 59%, followed by negative attitudes toward mathematics at 58%, and finally somatic symptoms at 54%. The causal factors include internal factors such as insufficient mastery of prerequisite material and fear of making mistakes, while external factors include fast-paced learning, curriculum pressure, peer pressure, and parental expectations. Effective solutions include (1) cognitive interventions such as self-regulated learning and heterogeneous group learning, (2) emotional support through positive affirmation and collaborative learning, and (3) pedagogical adaptations such as multimodal approaches, remedial instruction, and constructivist learning. These findings reinforce the importance of a holistic approach to reducing math anxiety, combining psychological and pedagogical aspects. Recommendations for teachers include the use of diagnostic tests, feedback, and educational technology such as Geogebra to reduce anxiety
Keywords: Math Anxiety, Cognitive Causes, Pedagogical Solutions
