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All Journal TRIHAYU: Jurnal Pendidikan Ke-SD-an Curricula: Journal of Curriculum Development
Shindy Khalia
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Hubungan math anxiety dengan hasil belajar siswa kelas IV sekolah dasar Shindy Khalia; Denissa Sri Damayanti; Fia Astri Lani; Keisha Aulia Fadhalah; Arie Rakhmat Riyadi; Neni Maulidah
Trihayu: Jurnal Pendidikan Ke-SD-an Vol 12 No 2 (2026): Trihayu: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v12i2.21458

Abstract

Mathematics is an essential subject that shapes the logical thinking of elementary school students. Difficulties in understanding abstract concepts often trigger math anxiety, a worry that reduces learning outcomes. The low mathematical literacy in Indonesia (PISA 2022) is strongly assumed to be related to the high level of students’ anxiety. This study aimed to examine the relationship between math anxiety and learning outcomes of fourth-grade students, as a basis for developing more effective strategies. The research employed a quantitative approach with a correlational design. Anxiety was measured using the Likert-based AMAS questionnaire, and outcomes were from daily test scores. Spearman Rank correlation analysis indicated a strong negative correlation: the higher the anxiety, the lower the cognitive achievement. Significant negative correlations were found in Task 1 (r = -0.878, p = 0.002), Task 2 (r = -0.988, p = 0.000), Task 3 (r = -0.809, p = 0.008), and the exam score (r = -0.988, p = 0.000). The contribution of anxiety to the variation in learning outcomes ranged from 65.44% to 97.61%, with the strongest influence observed in Task 2 and the mathematics exam score.
Analisis sikap murid terhadap penghormatan atas perbedaan dalam Pendidikan Kewarganegaraan Sendi Fauzi Giwangsa; Zulhijjah Febriani Sitepu; Shindy Khalia; Dyna Hardyanti Sutrisno; Keisha Aulia Fadhalah
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.764

Abstract

Respect for differences is an essential character value that supports inclusive social interactions among elementary school students. However, limited evidence is available regarding how this value is developed through Civic Education learning in elementary schools. This study aims to analyze students' attitudes toward respecting differences in Civic Education learning at SD 2 Mekarmukti and identify the supporting and hindering factors in its development. This study employed a qualitative descriptive approach and collected data through observation, interviews, and documentation involving fourth-grade students and their classroom teacher. Data were analyzed using Miles and Huberman's interactive model, while triangulation ensured the trustworthiness of the findings. The findings show that students demonstrated positive attitudes toward respecting differences by accepting diversity, respecting peers from different backgrounds, and resolving conflicts through discussion and compromise. Teachers promoted tolerance through contextual learning, a democratic classroom approach, and role-playing activities, although limited instructional time and peer influence remained challenges. The findings highlight the importance of teachers' pedagogical competence, awareness of students' social context, and collaboration with families in strengthening tolerance education. 
Co-Authors Arie Rakhmat Riyadi Denissa Sri Damayanti Dyna Hardyanti Sutrisno Fia Astri Lani Keisha Aulia Fadhalah Neni Maulidah Sendi Fauzi Giwangsa Zulhijjah Febriani Sitepu