Pedagogical Analysis of Anxiety in Learning Mathematics Among Seventh Grade Students Yohannes Rafhael Septhian Sibuea (a*), Prof. Dr. H. Tatang Herman, M.Ed. (b)
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Jawa Barat, Indonesia
Abstract
Mathematics is often perceived as a daunting subject for students, which can lead to anxiety even before the learning process
begins. This anxiety can hinder students^ ability to understand the material and complete tasks, negatively impacting their
academic performance. This study aims to explore math anxiety among seventh-grade students and provide pedagogical
recommendations to alleviate this anxiety. The method used is a qualitative approach with a case study design, involving 28
seventh-grade students from a junior high school selected through saturated sampling. Data were collected through in-depth
interviews, questionnaires, and classroom observations. The results indicate that 75% of students experience moderate to
high levels of anxiety, influenced by the transition to more complex learning, pressure from the social environment, and a lack
of emotional support. Math anxiety is divided into four main components: mathematics knowledge, physiological responses,
mindset, and attitude. These findings suggest that anxiety can impede students^ ability to understand and solve mathematical
tasks. Therefore, it is essential for educators to design interactive and collaborative teaching strategies, as well as provide
positive feedback to enhance students^ confidence. This research emphasizes that a deep understanding of math anxiety is
crucial for creating a more positive and productive learning experience for students.
