LEVELS OF STUDENTS' MATHEMATICS ANXIETIES AND THE IMPACTS ON ONLINE MATHEMATICS LEARNING

Lailiyah, Siti; Hayat, Sihhatul; Urifah, Siti; Setyawati, Maunah

doi:10.21831/cp.v40i1.36437

Jurnal SINTA 1

LEVELS OF STUDENTS' MATHEMATICS ANXIETIES AND THE IMPACTS ON ONLINE MATHEMATICS LEARNING

Cakrawala Pendidikan · Vol. 40 No. 1 (2021) · hlm. 107–119

DOI: 10.21831/cp.v40i1.36437
ISSN: 2442-8620, 0216-1370
Terbit: 2021-02-23
Penerbit: LPMPP Universitas Negeri Yogyakarta
Bahasa: eng

Abstrak

It is widely assumed that anxieties tend to lead to low mathematics performance. The purpose of this study was to describe the levels of students' mathematics anxieties and the impacts on mathematics learning achievement in online mathematics learning. The study was a quantitative survey. The research instrument was questionnaire consisting of four elements of physiological, cognitive, affective, and behavioral aspects. The subjects were 109 mathematics education students who were willing to be the research participants. The data were collected using mathematics anxiety questionnaires and documentation of students' mathematics learning achievement. The data analyses used descriptive statistics and confirmatory factor analysis with structural equation modeling of the Lisrel program. The findings show that the levels of all aspects of students' mathematics anxieties in online mathematics learning were at the moderate level. The anxiety aspects that affect students' mathematics learning achievement in online mathematics learning were of the affective and cognitive categories, while the physiological and behavioral aspects do not affect mathematics learning achievement. A research implication is for the teacher to pay attention to the cognitive and affective aspects of the students' mathematics anxieties.

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UIN Sunan Ampel Surabaya
Universiti Teknologi MARA
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Tampilkan sebagai tabel

Rekan penulis	Organisasi	Artikel bersama
Dian Candra Rini Novitasari	UIN Sunan Ampel Surabaya	1
Shukor Sanim Mohd Fauzi	Universiti Teknologi MARA	1
Hani Khaulasari	UIN Sunan Ampel Surabaya	1
Jeneiro Maulana	Afiliasi tidak diketahui	1
Kusaeri Kusaeri	UIN Sunan Ampel Surabaya	1
Yuni Arrifadah	UIN Sunan Ampel Surabaya	1
Siti Asmiyah	UIN Sunan Ampel Surabaya	1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/cp/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en-US">LEVELS OF STUDENTS' MATHEMATICS ANXIETIES AND THE IMPACTS  ON ONLINE MATHEMATICS LEARNING</dc:title>
	<dc:creator>Lailiyah, Siti</dc:creator>
	<dc:creator>Hayat, Sihhatul</dc:creator>
	<dc:creator>Urifah, Siti</dc:creator>
	<dc:creator>Setyawati, Maunah</dc:creator>
	<dc:subject xml:lang="en-US">mathematics anxiety</dc:subject>
	<dc:subject xml:lang="en-US">mathematics anxiety level</dc:subject>
	<dc:subject xml:lang="en-US">mathematics learning achievement</dc:subject>
	<dc:subject xml:lang="en-US">online mathematics learning</dc:subject>
	<dc:description xml:lang="en-US">It is widely assumed that anxieties tend to lead to low mathematics performance. The purpose of this study was to describe the levels of students' mathematics anxieties and the impacts on mathematics learning achievement in online mathematics learning. The study was a quantitative survey. The research instrument was questionnaire consisting of four elements of physiological, cognitive, affective, and behavioral aspects. The subjects were 109 mathematics education students who were willing to be the research participants. The data were collected using mathematics anxiety questionnaires and documentation of students' mathematics learning achievement. The data analyses used descriptive statistics and confirmatory factor analysis with structural equation modeling of the Lisrel program. The findings show that the levels of all aspects of students' mathematics anxieties in online mathematics learning were at the moderate level. The anxiety aspects that affect students' mathematics learning achievement in online mathematics learning were of the affective and cognitive categories, while the physiological and behavioral aspects do not affect mathematics learning achievement. A research implication is for the teacher to pay attention to the cognitive and affective aspects of the students' mathematics anxieties. </dc:description>
	<dc:publisher xml:lang="en-US">LPMPP Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2021-02-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/cp/article/view/36437</dc:identifier>
	<dc:identifier>10.21831/cp.v40i1.36437</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Cakrawala Pendidikan; Vol. 40 No. 1 (2021): Cakrawala Pendidikan (February 2021); 107-119</dc:source>
	<dc:source>2442-8620</dc:source>
	<dc:source>0216-1370</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/cp/article/view/36437/pdf</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Cakrawala Pendidikan</dc:rights>
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