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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Matematika (Jupitek) Math Educa Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran LINEAR: Journal of Mathematics Education Edumatica: Jurnal Pendidikan Matematika MEGA: Jurnal Pendidikan Matematika Buletin Edukasi Indonesia Jurnal Tadris Matematika (JTMT) JURNAL FLOBAMORATA MENGABDI Jurnal Abdimas Bencoolen
Aba, Maria Martini
Program Studi Pendidikan Matematika, Universitas Muhammadiyah Kupang
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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An Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM): Evidence from Teachers’ and Students’ Perspectives Maria Martini Aba; Baiduri; Siti Inganah; Zainur Wula
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19688

Abstract

This study aims to develop an Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM) based on the perspectives of secondary school teachers and students in Kupang City, Indonesia. A mixed-methods sequential exploratory design was employed, involving 211 students and 32 mathematics teachers. Quantitative data were collected through Likert-scale questionnaires to measure levels of mathematical well-being and mathematics anxiety, while qualitative data explored pedagogical practices and classroom environments that support students’ well-being. Quantitative data were analyzed using descriptive statistics to describe the level of each variable, instrument validity and reliability tests (through item-total correlation and Cronbach’s Alpha), and Pearson correlation analysis. Meanwhile, qualitative data were analyzed using thematic analysis techniques through the processes of data reduction, coding, categorization, and conclusion drawing. The findings indicate that students’ mathematical well-being was at a moderate to high level, whereas mathematics anxiety was at a moderate level. Correlation analysis revealed a significant negative relationship between mathematical well-being and mathematics anxiety (r = −0.236, p < 0.05). Qualitative results highlight autonomy-supportive teaching, competence development, and social relatedness as key protective factors against mathematics anxiety. By synthesizing Self-Determination Theory and Control-Value Theory, the proposed I-WARM model provides a conceptual roadmap for educators to foster resilient learning environments. These findings suggest that reducing anxiety requires a shift from deficit-based interventions to well-being-centered pedagogical strategies.
Co-Authors Abdul Syahril Muh Abdulkadir Rahardjanto, Abdulkadir Agustin Fatmawati Anu, Elisabet Baiduri Baiduri Bala, Sandia Dahlia S. Kasim Herlandy, Pratama Benny Hery Susanto Husamah Husamah In’am, Akhsanul Ketty, Febi Melkianus Kenda Nizar Zulfikar, Ryan Nur Hasanah Syarief Permadi, Hendro Pratiwi Dwi Warih Sitaresmi Rahman, Farida Ralmugiz, Uke Rimayasi, Rimayasi Rukman , Nia Kurniaty Rukman, Nia Kurniaty Ryan Nizar Zulfikar Serang, Ifa Razia Siti Inganah Siti Muthmainnah Yusuf Tefa, Kristianus Toto Nusantara Wahyuningsih Wula, Zainur Yus Mochamad Cholily Zulfikar, Ryan Nizar