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Psychological Barriers in Science Education: Correlation of Science Anxiety and Academic Performance

Unnes Science Education Journal · Vol. 14 No. 2 (2025) · hlm. 391–404

DOI
10.15294/usej.v14i2.20037
ISSN
2502-6232, 2252-6617
Terbit
2025-08-01
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Science anxiety is a debilitating combination of anxious negative emotion and cognition in the context of science education. This study investigates the relationship between students' science anxiety and their academic performance in science learning at the junior high school level. Employing a quantitative descriptive approach with a survey-based research design, the study gathered data from 109 students aged 12 to 15 years old. The Science Anxiety was used to assess students' levels of anxiety across personal and environmental dimensions. The survey result shown that science anxiety scale scale among junior high school students is 2.31, which both of them considered as low category. The findings reveal a moderate, negative correlation (r = -0.509, p < 0.001) between students' science anxiety and their learning outcomes. This inverse relationship suggests that as students' science anxiety increases, their academic performance tends to decrease. Conversely, lower levels of science anxiety are associated with better learning outcomes. The results highlight the significant impact of psychological factors, particularly anxiety, on students' engagement and achievement in science education. Based on the students’ answers to open-ended questions, they are feel comfortable when learning science at school because of kind and friendly teacher. On the other hand, students who feel anxious in learning science when they found difficulties to comprehend scientific formulas. The findings provide valuable insights for educators and policymakers to develop targeted interventions and strategies that foster a more positive and inclusive science learning experience for all students.

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  • Indonesia University of Education
  • Universiti Sains Malaysia
  • National University of Malaysia
  • Marmara University
  • University of Technology Malaysia
  • State University of Medan
  • State University of Malang
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Rekan penulisOrganisasiArtikel bersama
Eka Cahya PrimaIndonesia University of Education2
Riandi RiandiIndonesia University of Education2
Yanti HamdiyatiIndonesia University of Education2
Nabila Putri SholahudinIndonesia University of Education2
Nimas Ayu LestariIndonesia University of Education2
Shofa NabilahIndonesia University of Education2
Muhammad Fahriza AmriIndonesia University of Education1
Maslawati Bt. MohamadNational University of Malaysia1
Tengku IdrisIndonesia University of Education1
Topik HidayatIndonesia University of Education1
Mustafa ÇakirMarmara University1
Nur Jahan AhmadUniversiti Sains Malaysia1
Nooraida YakobUniversiti Sains Malaysia1
Muhammad Abd Hadi BunyaminUniversity of Technology Malaysia1
W. H. AkmalAfiliasi tidak diketahui1
Ghevira Syaharani Aulia MuharamIndonesia University of Education1
Irma Rahma SuwarmaIndonesia University of Education1
Mariati Purnama SimanjuntakState University of Medan1
Beatrik NovaIndonesia University of Education1
Rizky Agassy SihombingIndonesia University of Education1
Ratih Mega Ayu AfifahState University of Malang1
Rohim Aminullah FirdausUniversitas Negeri Surabaya1
Insar DamopoliiUniversitas Papua1
Bambang SupriatnoIndonesia University of Education1
Stevia LadisaIndonesia University of Education1
Sri RedjekiIndonesia University of Education1
Tomi HidayatUniversitas Muhammadiyah Bengkulu1
Taufik RahmanUniversitas Islam Negeri Sulthan Thaha Saifuddin Jambi1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Psychological Barriers in Science Education: Correlation of Science Anxiety and Academic Performance</dc:title>
	<dc:creator xml:lang="en">Muslihah, Fitriyyatul</dc:creator>
	<dc:creator xml:lang="en">Rahmat, Adi</dc:creator>
	<dc:creator xml:lang="en">Winarno, Nanang </dc:creator>
	<dc:subject xml:lang="en">science anxiety</dc:subject>
	<dc:subject xml:lang="en">academic performance</dc:subject>
	<dc:subject xml:lang="en">Science Learning</dc:subject>
	<dc:description xml:lang="en">Science anxiety is a debilitating combination of anxious negative emotion and cognition in the context of science education. This study investigates the relationship between students' science anxiety and their academic performance in science learning at the junior high school level. Employing a quantitative descriptive approach with a survey-based research design, the study gathered data from 109 students aged 12 to 15 years old. The Science Anxiety was used to assess students' levels of anxiety across personal and environmental dimensions. The survey result shown that science anxiety scale scale among junior high school students is 2.31, which both of them considered as low category. The findings reveal a moderate, negative correlation (r = -0.509, p &amp;lt; 0.001) between students' science anxiety and their learning outcomes. This inverse relationship suggests that as students' science anxiety increases, their academic performance tends to decrease. Conversely, lower levels of science anxiety are associated with better learning outcomes. The results highlight the significant impact of psychological factors, particularly anxiety, on students' engagement and achievement in science education.  Based on the students’ answers to open-ended questions, they are feel comfortable when learning science at school because of kind and friendly teacher. On the other hand, students who feel anxious in learning science when they found difficulties to comprehend scientific formulas. The findings provide valuable insights for educators and policymakers to develop targeted interventions and strategies that foster a more positive and inclusive science learning experience for all students.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-08-01</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://journal.unnes.ac.id/journals/usej/article/view/20037</dc:identifier>
	<dc:identifier>10.15294/usej.v14i2.20037</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 14 No. 2 (2025): August 2025; 391-404</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/20037/6312</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Science Education Journal</dc:rights>
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