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SYSTEMATIC LITERATURE REVIEW: FAKTOR DAN DAMPAK KECEMASAN MATEMATIS MAHASISWA PENDIDIKAN MATEMATIKA DAN CALON GURU PADA PRAKTIK MENGAJAR

FAKTOR DAN DAMPAK KECEMASAN MATEMATIS MAHASISWA PENDIDIKAN MATEMATIKA DAN CALON GURU PADA PRAKTIK MENGAJAR: SYSTEMATIC LITERATURE REVIEW (2016-2026)

De Fermat: Jurnal Pendidikan Matematika · Vol. 9 No. 1 (2026) · pp. 518–529

DOI
10.36277/defermat.v9i1.2487
ISSN
2621-7309, 2621-6078
Published
2026-06-26
Publisher
Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan
Language
eng

Abstract

English

This systematic literature review aims to identify and synthesize literature on the causes, impacts, and solutions to mathematics anxiety in mathematics education students or prospective mathematics teachers during teaching practice. The literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol through the Google Scholar and Garuda databases with a publication year range of 2016 - 2026. A total of 85 articles were found in the identification stage. Through the PRISMA screening stages, 4 articles that met the inclusion criteria were obtained to be analyzed in-depth using qualitative narrative synthesis.. The findings indicate that the causes of anxiety are dominated by lack of material preparation, low self-confidence, and students' fear of being unable to answer questions or interact with students. The impact is reflected in the cognitive aspects (loss of focus or blank) and somatic aspects (heart palpitations), which lead to passive teaching styles, hesitation, and minimal interaction among students. The conclusion of this study emphasizes the urgency of evaluating the learning program for prospective teacher students so that it not only emphasizes mastery of material and pedagogy, but also includes psychological development, emotional regulation, and the creation of a constructive learning environment to build self-confidence as prospective educators.

Bahasa Indonesia

This systematic literature review aims to identify and synthesize literature on the causes, impacts, and solutions to mathematics anxiety in mathematics education students or prospective mathematics teachers during teaching practice. The literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol through the Google Scholar and Garuda databases with a publication year range of 2016 - 2026. Based on the determination of strict inclusion and exclusion criteria, four main articles were obtained that were relevant for in-depth analysis. The findings indicate that the causes of anxiety are dominated by lack of material preparation, low self-confidence, and students' fear of being unable to answer questions or interact with students. The impact is reflected in the cognitive aspects (loss of focus or blank) and somatic aspects (heart palpitations), which lead to passive teaching styles, hesitation, and minimal interaction among students. The conclusion of this study emphasizes the urgency of evaluating the learning program for prospective teacher students so that it not only emphasizes mastery of material and pedagogy, but also includes psychological development, emotional regulation, and the creation of a constructive learning environment to build self-confidence as prospective educators.

Keywords

Collaboration network of the authors

14 authors · 17 co-authorship links

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sultan Ageng Tirtayasa University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Jennya Zahra AristiSultan Ageng Tirtayasa University1
Novaliyosi NovaliyosiSultan Ageng Tirtayasa University1
Dewi GitaSultan Ageng Tirtayasa University1
Adelia PutriSultan Ageng Tirtayasa University1
Anwar MutaqinSultan Ageng Tirtayasa University1
Anisa AnisaSultan Ageng Tirtayasa University1
Hepsi NindiasariSultan Ageng Tirtayasa University1
Rudi HaryadiSultan Ageng Tirtayasa University1
Muhammad Fahmi ApriansyahAffiliation unknown1
Fatma RamadantiAffiliation unknown1
Aldi AnugrahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">SYSTEMATIC LITERATURE REVIEW : FAKTOR DAN DAMPAK KECEMASAN MATEMATIS MAHASISWA PENDIDIKAN MATEMATIKA DAN CALON GURU PADA PRAKTIK MENGAJAR</dc:title>
	<dc:title xml:lang="id">FAKTOR DAN DAMPAK KECEMASAN MATEMATIS MAHASISWA PENDIDIKAN MATEMATIKA DAN CALON GURU PADA PRAKTIK MENGAJAR: SYSTEMATIC LITERATURE REVIEW (2016-2026)</dc:title>
	<dc:creator xml:lang="id">Latifah, Murniati Nur</dc:creator>
	<dc:creator xml:lang="id">Pujiastuti, Heni</dc:creator>
	<dc:creator xml:lang="id">Mustafa, Ade Nandang</dc:creator>
	<dc:subject xml:lang="en">teaching practice</dc:subject>
	<dc:subject xml:lang="en">pre-service teachers</dc:subject>
	<dc:subject xml:lang="en">systematic literature review</dc:subject>
	<dc:subject xml:lang="en">microteaching</dc:subject>
	<dc:subject xml:lang="en">mathematics anxiety</dc:subject>
	<dc:subject xml:lang="id">kecemasan matematika</dc:subject>
	<dc:subject xml:lang="id">praktik mengajar</dc:subject>
	<dc:subject xml:lang="id">mahasiswa calon guru</dc:subject>
	<dc:subject xml:lang="id">kajian literatur sistematis</dc:subject>
	<dc:description xml:lang="en">This systematic literature review aims to identify and synthesize literature on the causes, impacts, and solutions to mathematics anxiety in mathematics education students or prospective mathematics teachers during teaching practice. The literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol through the Google Scholar and Garuda databases with a publication year range of 2016 - 2026. A total of 85 articles were found in the identification stage. Through the PRISMA screening stages, 4 articles that met the inclusion criteria were obtained to be analyzed in-depth using qualitative narrative synthesis.. The findings indicate that the causes of anxiety are dominated by lack of material preparation, low self-confidence, and students' fear of being unable to answer questions or interact with students. The impact is reflected in the cognitive aspects (loss of focus or blank) and somatic aspects (heart palpitations), which lead to passive teaching styles, hesitation, and minimal interaction among students. The conclusion of this study emphasizes the urgency of evaluating the learning program for prospective teacher students so that it not only emphasizes mastery of material and pedagogy, but also includes psychological development, emotional regulation, and the creation of a constructive learning environment to build self-confidence as prospective educators.</dc:description>
	<dc:description xml:lang="id">This systematic literature review aims to identify and synthesize literature on the causes, impacts, and solutions to mathematics anxiety in mathematics education students or prospective mathematics teachers during teaching practice. The literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol through the Google Scholar and Garuda databases with a publication year range of 2016 - 2026. Based on the determination of strict inclusion and exclusion criteria, four main articles were obtained that were relevant for in-depth analysis. The findings indicate that the causes of anxiety are dominated by lack of material preparation, low self-confidence, and students' fear of being unable to answer questions or interact with students. The impact is reflected in the cognitive aspects (loss of focus or blank) and somatic aspects (heart palpitations), which lead to passive teaching styles, hesitation, and minimal interaction among students. The conclusion of this study emphasizes the urgency of evaluating the learning program for prospective teacher students so that it not only emphasizes mastery of material and pedagogy, but also includes psychological development, emotional regulation, and the creation of a constructive learning environment to build self-confidence as prospective educators.</dc:description>
	<dc:publisher xml:lang="en">Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan</dc:publisher>
	<dc:date>2026-06-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2487</dc:identifier>
	<dc:identifier>10.36277/defermat.v9i1.2487</dc:identifier>
	<dc:source xml:lang="en">De Fermat : Jurnal Pendidikan Matematika; Vol. 9 No. 1 (2026); 518-529</dc:source>
	<dc:source>2621-7309</dc:source>
	<dc:source>2621-6078</dc:source>
	<dc:source>10.36277/defermat.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2487/255</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 De Fermat : Jurnal Pendidikan Matematika</dc:rights>
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