Tatang Herman, Slamet Arifin, Nadya Syifa Utami, Ifa Fathiyah
This study aims to describe the difference in students’ mathematics anxiety levels during distance learning and the factors affecting their anxiety. We hypothesized that there are differences between students’ mathematics anxiety according to their demographic such as gender, geographical area, and experience in online learning before the pandemic. We also hypothesized that factors such as difficulty to understand mathematics content, parent guidance, and teacher guidance, affect the students’ mathematics anxiety. To examine these hypotheses, a quantitative method was used in this study. As for the research instrument, a survey about anxiety in learning mathematics was administered to 324 Indonesian primary school students from 9 to 12 years old on average. The result shows that there is no sufficient evidence to support the first three hypotheses since no significant differences in students’ anxiety levels were found whether it is based on their gender, geographical area, or experience in distance learning before the pandemic. Furthermore, the results also show that parental and teacher guidance have no considerable effect on students’ anxiety during distance learning. The sole factor that contributed to students' learning anxiety was how challenging it was for them to comprehend the mathematics material that their teacher was delivering online. In conclusion, levels of anxiety in learning mathematics are not determined by students’ demographic as listed above. Additionally, difficulties in understanding mathematics content through online meetings have been proven to have a significant influence on students’ mathematics anxiety. © School of Engineering, Taylor’s University.
Universitas Pendidikan Indonesia, Jl Setiabudhi No. 229, Bandung, Indonesia; Universitas Negeri Malang, Jl. Semarang No. 5, Malang, Indonesia
