Ajeng Prajnya Paramita Dewi, Purwanto
Mathematics plays an important role in education and everyday life. However, many students experience anxiety, fear and frustration when learning mathematics, which negatively affects their ability to understand concepts and solve problems. This study aims to analyze students' errors in solving story problems of ranks and series in relation to their level of mathematical anxiety, using Newman's error analysis framework. This research used a descriptive qualitative approach, focusing on identifying and categorizing errors at various cognitive stages of problem solving. The research was conducted at a public school in Malang, involving 24 tenth grade students. From this group, four students were purposively selected based on their level of math anxiety: two with low anxiety and two with high anxiety. Data collection methods used written tests, questionnaires, and interviews, allowing for an in-depth examination of error patterns. The findings showed that students with low mathematical anxiety mainly made errors at the process skills stage, showing difficulty in correctly executing the steps of problem solving. In contrast, students who exhibited high mathematics anxiety made many errors at various stages, including transformation errors, process skill errors, and coding errors. These results highlight how mathematical anxiety affects problem solving. sequence and series © 2025 American Institute of Physics Inc.. All rights reserved.
Department of Mathematics, Universitas Negeri Malang, Jl. Semarang No. 5, Malang, 65145, Indonesia
