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Jurnal SINTA 4

HUBUNGAN MATH ANXIETY DAN COMPUTATIONAL THINKING TINJAUAN SISTEMATIS DALAM PERSPEKTIF HIGHER ORDER THINKING SKILLS

De Fermat: Jurnal Pendidikan Matematika · Vol. 9 No. 1 (2026) · pp. 769–780

DOI
10.36277/defermat.v9i1.2515
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 study is motivated by the importance of higher order thinking skills (HOTS) and computational thinking (CT) in 21st-century mathematics education, as well as the affective factor of mathematics anxiety that may influence these abilities. The purpose of this study is to examine the relationship between mathematics anxiety and computational thinking skills, and to analyze the role of HOTS within this relationship through a systematic literature review (SLR) approach. The method follows the PRISMA model, including identification, screening, eligibility assessment, and data synthesis stages, involving 15 articles indexed in Scopus and Sinta, retrieved from Google Scholar (6 Scopus-indexed and 9 Sinta 1-4 indexed articles) published between 2021 and 2026. The findings indicate that most studies show a negative relationship between mathematics anxiety and CT, where increased anxiety is associated with lower computational thinking ability. However, this relationship is contextual and influenced by technology-based and innovative learning interventions. Furthermore, CT acts as a mediating variable that can reduce the negative impact of anxiety on learning outcomes, while HOTS functions as a cognitive framework linking affective and cognitive aspects. These findings highlight the importance of integrating CT and HOTS in mathematics learning to enhance students’ thinking quality while minimizing mathematics anxiety.

Bahasa Indonesia

Penelitian ini dilatarbelakangi oleh pentingnya higher order thinking skills (HOTS) dan computational thinking (CT) dalam pembelajaran matematika abad ke-21, serta adanya faktor afektif berupa mathematics anxiety yang berpotensi memengaruhi kemampuan tersebut. Tujuan penelitian ini adalah untuk mengkaji hubungan antara kecemasan matematika dan kemampuan CT, serta menganalisis peran HOTS dalam hubungan tersebut melalui pendekatan systematic literature review (SLR). Metode yang digunakan mengacu pada model PRISMA dengan tahapan identifikasi, penyaringan, penilaian kelayakan, dan sintesis data terhadap 15 artikel terakreditasi Scopus dan Sinta yang dicari melalui database Google Scholar, 6 artikel terakreditasi Scopus dan 9 artikel terakreditasi sinta 1-4 dalam periode 2021-2026. Hasil penelitian menunjukkan bahwa sebagian besar studi mengindikasikan hubungan negatif antara mathematics anxiety dan CT, di mana peningkatan kecemasan diikuti oleh penurunan kemampuan berpikir komputasional. Namun, hubungan tersebut bersifat kontekstual dan dipengaruhi oleh intervensi pembelajaran berbasis teknologi dan inovasi. Selain itu, CT berperan sebagai variabel mediasi yang dapat mengurangi dampak negatif kecemasan terhadap hasil belajar, sementara HOTS berfungsi sebagai kerangka kognitif yang menghubungkan aspek afektif dan kognitif. Temuan ini menegaskan bahwa integrasi CT dan HOTS dalam pembelajaran matematika penting untuk meningkatkan kualitas berpikir siswa sekaligus meminimalkan kecemasan matematika.

Keywords

Collaboration network of the authors

4 authors · 4 co-authorship links

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  • Sultan Ageng Tirtayasa University
  • Different organisations
  • Same organisation
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Co-authorOrganisationJoint articles
Anisa AnisaSultan Ageng Tirtayasa University1
Heni PujiastutiSultan Ageng Tirtayasa University1

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 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">HUBUNGAN MATH ANXIETY DAN COMPUTATIONAL THINKING TINJAUAN SISTEMATIS DALAM PERSPEKTIF HIGHER ORDER THINKING SKILLS</dc:title>
	<dc:title xml:lang="id">HUBUNGAN MATH ANXIETY DAN COMPUTATIONAL THINKING TINJAUAN SISTEMATIS DALAM PERSPEKTIF HIGHER ORDER THINKING SKILLS</dc:title>
	<dc:creator xml:lang="id">Dahlia, Nia</dc:creator>
	<dc:creator xml:lang="id">Nindiasari, Hepsi</dc:creator>
	<dc:subject xml:lang="id">mathematics anxiety, computational thinking, HOTS, pembelajaran matematika, systematic literature review</dc:subject>
	<dc:subject xml:lang="en">mathematics anxiety</dc:subject>
	<dc:subject xml:lang="en">computational thinking</dc:subject>
	<dc:subject xml:lang="en">higher order thinking skills</dc:subject>
	<dc:subject xml:lang="en">mathematics learning</dc:subject>
	<dc:subject xml:lang="en"> systematic literature review</dc:subject>
	<dc:description xml:lang="en">This study is motivated by the importance of higher order thinking skills (HOTS) and computational thinking (CT) in 21st-century mathematics education, as well as the affective factor of mathematics anxiety that may influence these abilities. The purpose of this study is to examine the relationship between mathematics anxiety and computational thinking skills, and to analyze the role of HOTS within this relationship through a systematic literature review (SLR) approach. The method follows the PRISMA model, including identification, screening, eligibility assessment, and data synthesis stages, involving 15 articles indexed in Scopus and Sinta, retrieved from Google Scholar (6 Scopus-indexed and 9 Sinta 1-4 indexed articles) published between 2021 and 2026. The findings indicate that most studies show a negative relationship between mathematics anxiety and CT, where increased anxiety is associated with lower computational thinking ability. However, this relationship is contextual and influenced by technology-based and innovative learning interventions. Furthermore, CT acts as a mediating variable that can reduce the negative impact of anxiety on learning outcomes, while HOTS functions as a cognitive framework linking affective and cognitive aspects. These findings highlight the importance of integrating CT and HOTS in mathematics learning to enhance students’ thinking quality while minimizing mathematics anxiety.</dc:description>
	<dc:description xml:lang="id">Penelitian ini dilatarbelakangi oleh pentingnya higher order thinking skills (HOTS) dan computational thinking (CT) dalam pembelajaran matematika abad ke-21, serta adanya faktor afektif berupa mathematics anxiety yang berpotensi memengaruhi kemampuan tersebut. Tujuan penelitian ini adalah untuk mengkaji hubungan antara kecemasan matematika dan kemampuan CT, serta menganalisis peran HOTS dalam hubungan tersebut melalui pendekatan systematic literature review (SLR). Metode yang digunakan mengacu pada model PRISMA dengan tahapan identifikasi, penyaringan, penilaian kelayakan, dan sintesis data terhadap 15 artikel terakreditasi Scopus dan Sinta yang dicari melalui database Google Scholar, 6 artikel terakreditasi Scopus dan 9 artikel terakreditasi sinta 1-4 dalam periode 2021-2026. Hasil penelitian menunjukkan bahwa sebagian besar studi mengindikasikan hubungan negatif antara mathematics anxiety dan CT, di mana peningkatan kecemasan diikuti oleh penurunan kemampuan berpikir komputasional. Namun, hubungan tersebut bersifat kontekstual dan dipengaruhi oleh intervensi pembelajaran berbasis teknologi dan inovasi. Selain itu, CT berperan sebagai variabel mediasi yang dapat mengurangi dampak negatif kecemasan terhadap hasil belajar, sementara HOTS berfungsi sebagai kerangka kognitif yang menghubungkan aspek afektif dan kognitif. Temuan ini menegaskan bahwa integrasi CT dan HOTS dalam pembelajaran matematika penting untuk meningkatkan kualitas berpikir siswa sekaligus meminimalkan kecemasan matematika.</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>
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	<dc:identifier>https://jurnal.pmat.uniba-bpn.ac.id/index.php/DEFERMAT/article/view/2515</dc:identifier>
	<dc:identifier>10.36277/defermat.v9i1.2515</dc:identifier>
	<dc:source xml:lang="en">De Fermat : Jurnal Pendidikan Matematika; Vol. 9 No. 1 (2026); 769-780</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/2515/276</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 De Fermat : Jurnal Pendidikan Matematika</dc:rights>
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