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All Journal SIGMA: Jurnal Pendidikan Matematika MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Rissa Isabella Taruli Marpaung
Universitas Negeri Manado
Mathematics Other

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WHO FEARS MATH MORE? GENDER INSIGHTS INTO MATHEMATICS ANXIETY Rissa Isabella Taruli Marpaung; Tulus Joseph Herianto Marpaung; Rony Genevent Tonang Marpaung
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/acnck412

Abstract

This study aims to examine gender differences in mathematics anxiety among junior high school students at SMP Sangkara Medan in the 2024/2025 academic year. A quantitative comparative design was employed involving 35 students from grades 7 and 8. Data were collected using a validated mathematics anxiety questionnaire and analyzed using an independent samples t-test. The results revealed no statistically significant difference in mathematics anxiety between male and female students. These findings suggest that mathematics anxiety is a universal and context-dependent phenomenon, rather than an issue inherently associated with gender, highlighting the importance of inclusive instructional approaches.
The Relationship Between Mathematics Anxiety and Problem-Solving Skills among Junior High School Students in Indonesia Rissa Isabella Taruli Marpaung; Justin Eduardo Simarmata
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 11 No. 1 (2026): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v11i1.10721

Abstract

Mathematics anxiety is a well-documented affective factor that negatively impacts students’ performance and engagement in mathematics. This study explores the relationship between mathematics anxiety and problem-solving skills among junior high school students in Indonesia. A total of 35 students from Grades 7 and 8 at SMP Sangkara in Medan participated. Mathematics anxiety was measured using a 20-item Likert scale (lower scores indicate higher anxiety), while problem-solving ability was assessed through a five-question open-ended test scored on a 4-point rubric. Descriptive statistics indicated moderate to high mathematics anxiety (M = 33.31, SD = 6.59) and low to moderate problem-solving ability (M = 8.06, SD = 4.33). Pearson correlation analysis revealed a strong, statistically significant positive relationship (r = 0.774, p < 0.001), showing that higher anxiety corresponded to lower problem-solving performance due to the reverse-coded anxiety scale. These findings underscore the importance of addressing affective challenges in mathematics instruction to enhance students’ problem-solving competence.
Co-Authors Rony Genevent Tonang Marpaung Simarmata, Justin Eduardo Tulus Joseph Herianto Marpaung