Kajian Sistematis Tentang Kecemasan Matematika Siswa SMP
Abstract
Kecemasan matematika telah menjadi perhatian penting dalam pendidikan, khususnya di tingkat Sekolah Menengah Pertama (SMP), di mana siswa diharapkan menguasai keterampilan dasar untuk pembelajaran lanjutan. Penelitian sebelumnya menunjukkan bahwa kecemasan matematika berdampak negatif terhadap motivasi, performa, dan sikap jangka panjang terhadap matematika. Penelitian ini bertujuan untuk menganalisis tingkat kecemasan matematika pada siswa SMP melalui sintesis penelitian terdahulu. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan menelaah berbagai studi relevan untuk mengidentifikasi karakteristik, faktor penyebab, serta strategi intervensi. Hasil penelitian menunjukkan bahwa kecemasan matematika merupakan fenomena multidimensional yang mencakup aspek kognitif, afektif, dan sosial, serta muncul dalam berbagai situasi pembelajaran seperti saat pelajaran, tugas, dan ujian. Faktor yang memengaruhi meliputi aspek internal seperti self-efficacy dan mindset, serta aspek eksternal seperti dukungan guru dan teman sebaya. Kecemasan juga berhubungan dengan kemampuan kognitif siswa, meskipun kaitannya dengan hasil belajar tidak selalu konsisten. Berbagai intervensi seperti mindfulness, growth mindset, pembelajaran aktif, dan mathematical resilience terbukti efektif dalam menurunkan kecemasan. Implikasi penelitian ini menegaskan perlunya pendekatan komprehensif yang melibatkan guru, sekolah, orang tua, dan kebijakan pendidikan untuk menciptakan lingkungan belajar yang mendukung serta responsif terhadap aspek psikologis siswa.
References
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Li, Q. (2025). Psychological and attitudinal factors as dominant predictors of mathematics anxiety over demographic variables. Journal of Educational Psychology, 117(2), 134–150. https://doi.org/10.1037/edu0000820
Li, X., Wang, Y., & Zhou, H. (2023). Inferiority feelings and fear of negative evaluation in relation to social anxiety in mathematics learning. Social Psychology of Education, 26(3), 781–798. https://doi.org/10.1007/s11218-023-09781-4
Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520–540. https://doi.org/10.2307/749772
Mardiana, S., Hidayat, R., & Sucipto, A. (2026). Tingkat kecemasan matematika siswa SMP: Kajian faktor persepsi negatif, kepercayaan diri, dan tekanan akademik. Jurnal Pendidikan Matematika Indonesia, 11(1), 55–68.
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Polacco, A., Simpson, J., & Everett, G. (2023). Teacher identification of mathematics anxiety through stress indicators and negative self-talk: Parental influence, student attitudes, and learning history. Teaching and Teacher Education, 121, 103934. https://doi.org/10.1016/j.tate.2022.103934
Prasetyo, F., & Juandi, D. (2023). Systematic literature review identifikasi penerapan model pembelajaran terhadap kecemasan matematika siswa. ELIPS: Jurnal Pendidikan Matematika, 4(1), 28–47. https://doi.org/10.47650/elips.v4i1.779
Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456
Samuel, T. S., & Warner, J. (2019). "I can math!": Reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice, 45(3), 205–222. https://doi.org/10.1080/10668926.2019.1666063
Scheman, A., Borje, A., & Lim, T. (2025). Combined relaxation techniques and structured mathematics learning interventions for reducing anxiety and improving student performance. Educational Psychology Review, 37(1), 78–96. https://doi.org/10.1007/s10648-025-09821-x
Tähti, S., Mäkinen, M., & Kiuru, N. (2025). Mathematics anxiety negatively associated with arithmetic and number processing: Gender differences in junior high school students. British Journal of Educational Psychology, 95(1), 112–129. https://doi.org/10.1111/bjep.12621
Toromade, A., Oladipo, S., & Adeniran, K. (2024). Mathematical Resilience Framework as an effective approach for reducing mathematics anxiety through emotional regulation and adaptive mindset development. Journal of Mathematics Education, 15(3), 301–318. https://doi.org/10.22342/jme.v15i3.pp301-318
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical achievement. Learning and Individual Differences, 24, 54–63. https://doi.org/10.1016/j.lindif.2012.12.004
Wahyuni, R., Juniati, D., & Wijayanti, P. (2025). Bibliometric analysis of mathematics anxiety publications: A significant increase in the last decade. Heliyon, 11(2), e41287. https://doi.org/10.1016/j.heliyon.2025.e41287
Wang, C., Li, Y., & Zhao, X. (2024). Teacher support, student-teacher relationship, and mathematics anxiety: Self-efficacy as a mediator among junior high school students. Learning and Instruction, 91, 101873. https://doi.org/10.1016/j.learninstruc.2024.101873
Wang, H., Liu, J., & Zheng, M. (2025). Peer support reduces mathematics anxiety through psychological resilience: A study of junior high school students. Social Psychology of Education, 28(1), 215–233. https://doi.org/10.1007/s11218-025-09945-3
Yao, Z., Chen, X., & Wu, J. (2023). Social anxiety related to self-injury in students: Mediated by intolerance of uncertainty and moderated by self-esteem in mathematics learning contexts. Current Psychology, 42(18), 15442–15455. https://doi.org/10.1007/s12144-023-04721-8
Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C. (2022). Math anxiety and math achievement: The role of executive function in primary school children. Frontiers in Psychology, 13, 988400. https://doi.org/10.3389/fpsyg.2022.988400
Asyari, S., Nasrullah, Hussein, H. B., & Nuraeni. (2024). The anxiety levels and mathematical literacy of the eighth grade Indonesian students on quantity content. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 27(2), 348–369. https://doi.org/10.24252/lp.2024v27n2i8
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bellinda, A., Sari, D. P., & Rahmawati, F. (2023). Peran matematika dalam melatih kemampuan berpikir logis, kritis, sistematis, dan kreatif siswa. Jurnal Pendidikan Matematika, 7(1), 45–58.
Cahyani, R., Putri, A., & Kurniawan, M. (2025). Hubungan kecemasan matematika dan hasil belajar siswa berdasarkan kemampuan matematika. Jurnal Pendidikan dan Pembelajaran Matematika, 11(1), 22–34.
Cohen, J., & Limbers, C. (2022). Validation of the Abbreviated Math Anxiety Scale (AMAS) and measurement invariance across gender. Assessment, 29(4), 712–726. https://doi.org/10.1177/10731911211002
Dweck, C. S. (2006). Mindset: The new psychology of success. Ballantine Books.
Figueira, R., Santos, L., & Oliveira, M. (2023). The influence of teacher and parent math anxiety on student mathematics performance: The role of age and education. Educational Psychology, 43(5), 498–514. https://doi.org/10.1080/01443410.2023.218334
García-Santillán, A., Escalera-Chávez, M., & Tejada-Peña, E. (2022). Mathematics anxiety in junior high school students: Course, test, and task anxiety dimensions and gender differences. EURASIA Journal of Mathematics, Science and Technology Education, 18(4), em2096. https://doi.org/10.29333/ejmste/11948
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455
Johnston-Wilder, S., Lee, C., Brindley, J., & Garton, E. (2015). Developing mathematical resilience in school-students who have experienced repeated failure. International Journal of Education in Mathematics, Science and Technology, 3(4), 1–13.
Klee, H., Miller, A., & Buehl, M. (2021). Perceptions of control and value in mathematics anxiety: Strategies emphasizing self-efficacy, process focus, and supportive environments. Learning and Individual Differences, 92, 102079. https://doi.org/10.1016/j.lindif.2021.102079
Li, Q. (2025). Psychological and attitudinal factors as dominant predictors of mathematics anxiety over demographic variables. Journal of Educational Psychology, 117(2), 134–150. https://doi.org/10.1037/edu0000820
Li, X., Wang, Y., & Zhou, H. (2023). Inferiority feelings and fear of negative evaluation in relation to social anxiety in mathematics learning. Social Psychology of Education, 26(3), 781–798. https://doi.org/10.1007/s11218-023-09781-4
Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520–540. https://doi.org/10.2307/749772
Mardiana, S., Hidayat, R., & Sucipto, A. (2026). Tingkat kecemasan matematika siswa SMP: Kajian faktor persepsi negatif, kepercayaan diri, dan tekanan akademik. Jurnal Pendidikan Matematika Indonesia, 11(1), 55–68.
Mustafa, A. (2024). Mathematics anxiety in secondary school students: Causes, impacts, and pedagogical solutions through active learning and growth mindset. International Journal of Educational Research, 28(3), 201–218. https://doi.org/10.1016/j.ijer.2024.102145
Pantaleon, K. V., Juniati, D., Lukito, A., & Mandur, K. (2023). The mathematical communication of junior high school students with high mathematics anxiety. Journal on Mathematics Education, 14(2), 253–272. https://doi.org/10.22342/jme.v14i2.pp253-272
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Polacco, A., Simpson, J., & Everett, G. (2023). Teacher identification of mathematics anxiety through stress indicators and negative self-talk: Parental influence, student attitudes, and learning history. Teaching and Teacher Education, 121, 103934. https://doi.org/10.1016/j.tate.2022.103934
Prasetyo, F., & Juandi, D. (2023). Systematic literature review identifikasi penerapan model pembelajaran terhadap kecemasan matematika siswa. ELIPS: Jurnal Pendidikan Matematika, 4(1), 28–47. https://doi.org/10.47650/elips.v4i1.779
Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456
Samuel, T. S., & Warner, J. (2019). "I can math!": Reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice, 45(3), 205–222. https://doi.org/10.1080/10668926.2019.1666063
Scheman, A., Borje, A., & Lim, T. (2025). Combined relaxation techniques and structured mathematics learning interventions for reducing anxiety and improving student performance. Educational Psychology Review, 37(1), 78–96. https://doi.org/10.1007/s10648-025-09821-x
Tähti, S., Mäkinen, M., & Kiuru, N. (2025). Mathematics anxiety negatively associated with arithmetic and number processing: Gender differences in junior high school students. British Journal of Educational Psychology, 95(1), 112–129. https://doi.org/10.1111/bjep.12621
Toromade, A., Oladipo, S., & Adeniran, K. (2024). Mathematical Resilience Framework as an effective approach for reducing mathematics anxiety through emotional regulation and adaptive mindset development. Journal of Mathematics Education, 15(3), 301–318. https://doi.org/10.22342/jme.v15i3.pp301-318
Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical achievement. Learning and Individual Differences, 24, 54–63. https://doi.org/10.1016/j.lindif.2012.12.004
Wahyuni, R., Juniati, D., & Wijayanti, P. (2025). Bibliometric analysis of mathematics anxiety publications: A significant increase in the last decade. Heliyon, 11(2), e41287. https://doi.org/10.1016/j.heliyon.2025.e41287
Wang, C., Li, Y., & Zhao, X. (2024). Teacher support, student-teacher relationship, and mathematics anxiety: Self-efficacy as a mediator among junior high school students. Learning and Instruction, 91, 101873. https://doi.org/10.1016/j.learninstruc.2024.101873
Wang, H., Liu, J., & Zheng, M. (2025). Peer support reduces mathematics anxiety through psychological resilience: A study of junior high school students. Social Psychology of Education, 28(1), 215–233. https://doi.org/10.1007/s11218-025-09945-3
Yao, Z., Chen, X., & Wu, J. (2023). Social anxiety related to self-injury in students: Mediated by intolerance of uncertainty and moderated by self-esteem in mathematics learning contexts. Current Psychology, 42(18), 15442–15455. https://doi.org/10.1007/s12144-023-04721-8
Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C. (2022). Math anxiety and math achievement: The role of executive function in primary school children. Frontiers in Psychology, 13, 988400. https://doi.org/10.3389/fpsyg.2022.988400
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2026-06-24
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