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All Journal Jurnal Didactical Mathematics
Imam Kusmaryono
Universitas Sultan Agung
Education Mathematics

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Students’ Mathematics Anxiety After Participating in a Deep Learning-Oriented Teams-Games Tournament Supported by Wordwall Erna Emiliana; Imam Kusmaryono
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18454

Abstract

Mathematics anxiety remains a persistent challenge in mathematics education because it can reduce students' engagement, confidence, and academic performance. This study investigated the effect of a deep learning-oriented Teams-Games Tournament (TGT) model supported by Wordwall on students' mathematics anxiety during integer learning. A quantitative pre-experimental study employing a one-group pretest–posttest design was conducted with 32 seventh-grade students from SMP Negeri 1 Trangkil, Indonesia, selected through cluster random sampling. Data were collected using a validated mathematics anxiety questionnaire and analyzed using a paired-samples t-test. The findings revealed a statistically significant reduction in students' mathematics anxiety following the intervention (p < .001). The mean anxiety score decreased from 74.48 to 52.73, with a very large effect size (Cohen's d = 2.40). These findings suggest that integrating deep learning principles, cooperative learning, and Wordwall-based gamification can create more engaging and emotionally supportive mathematics learning experiences that help reduce students' mathematics anxiety. This study contributes empirical evidence supporting the integration of technology-enhanced cooperative learning to promote positive affective outcomes in mathematics education.
Co-Authors Erna Emiliana