THE INFLUENCE OF MATHEMATICS ANXIETY ON HIGH SCHOOL STUDENTS PROBLEM-SOLVING ABILITY IN SOLVING UTBK QUESTIONS Syipa Lisfianisa, Aan Hasanah
Mathematics Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.299, Bandung 40154, Indonesia
Abstract
Mathematics anxiety refers to feelings of discomfort, worry, or fear experienced by individuals, particularly students, when engaging with mathematical tasks. This study aims to examine the influence of mathematics anxiety on high school students^ problem-solving abilities in answering Computer-Based Written Examination (UTBK) questions. A quantitative approach with an ex-post facto design was employed, involving 32 twelfth-grade students from SMA Negeri 17 Bandung selected through purposive sampling. The research instruments consisted of a mathematics anxiety questionnaire adapted from the Revised Mathematics Anxiety Rating Scale (RMARS), a problem-solving test using Higher Order Thinking Skills (HOTS) UTBK questions, and supporting interviews. Data were analyzed using simple linear regression after fulfilling classical assumption tests, including normality, linearity, and heteroscedasticity. The results indicated that mathematics anxiety had a negative and significant effect on problem-solving ability, with a regression coefficient of -0.955 and a significance value of 0.000. The coefficient of determination (R2) was 0.460, meaning that 46% of the variance in problem-solving ability was explained by mathematics anxiety, while the remaining 54% was influenced by other unexamined factors. These findings confirm that higher levels of mathematics anxiety are associated with lower problem-solving performance, particularly on HOTS-based UTBK questions. The implications highlight the importance of emotionally supportive teaching strategies, structured practice, and psychological guidance to reduce mathematics anxiety and enhance students^ problem-solving skills.
