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All Journal JURNAL LITIGASI (e-Journal) Jurnal Elemen MaPan : Jurnal Matematika dan Pembelajaran Desimal: Jurnal Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Prosiding SNITP (Seminar Nasional Inovasi Teknologi Penerbangan) Equals : Jurnal Ilmiah Pendidikan Matematika Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Griya Journal of Mathematics Education and Application Plusminus: Jurnal Pendidikan Matematika Indo-MathEdu Intellectuals Journal Ius Positum: Journal of Journal Of Law Theory And Law Enforcement Jurnal Penelitian Jurnal Ilmiah Pendidikan Citra Bakti
Kusno
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Aerospace Engineering Computer Science & IT Education Electrical & Electronics Engineering Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Transportation Other

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Mathematics Anxiety as a Learning Problem in Junior High School: A Systematic Review from Psychological and Pedagogical Perspectives Dwijayanti, Agil; Suhardi; Kusno
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.31676

Abstract

Mathematics anxiety remains a critical learning problem in junior high school because it affects students’ emotional readiness, cognitive processing, classroom participation, and mathematical achievement. This systematic literature review aims to synthesize recent evidence on mathematics anxiety as an integrated psychological and pedagogical issue in mathematics learning. Guided by PRISMA 2020, this study reviewed 18 publications selected from Scopus, ScienceDirect, and Google Scholar. The selected studies were analyzed through thematic synthesis using a structured extraction matrix and quality appraisal procedure. The findings reveal that mathematics anxiety is closely related to low self-efficacy, fragile motivation, weak self-regulated learning, limited emotional regulation, working memory interference, and negative prior learning experiences. These factors create a reinforcing cycle in which fear of failure reduces participation, weakens persistence, and limits students’ opportunities to develop mathematical understanding. The review also shows that pedagogical conditions, including rigid instruction, limited scaffolding, unsupportive feedback, assessment pressure, weak peer interaction, and unsafe classroom climates, may intensify anxiety. Conversely, formative assessment, differentiated instruction, peer support, gradual scaffolding, and psychologically safe communication can reduce anxiety and strengthen engagement. This study contributes by reframing mathematics anxiety as a systemic psychological-pedagogical learning barrier rather than an individual emotional weakness. The findings imply that mathematics instruction, particularly within the Merdeka Curriculum context, should integrate cognitive support, emotional safety, responsive feedback, and structured autonomy to help students learn mathematics with confidence and resilience more effectively and sustainably.
Co-Authors Anton Jaelani Arnaz Olieve Astria, Restu Tera Besar Ajisanto Citra Rahayu Hidarwanti Doni Saputra Dwijayanti, Agil Dyah Pitaloka Eka Setyaningsih Gunawan Hafizh, Faizal Abdul Hengki Syahyunan Hidayati, Litsa Arfi Kukuh Tri Prasetyo Kumalasari M, Indra Kusno Ferianto, Kusno Listyani, Erlin Makhful Mei Widyawati Moch Rifai Nabila, Intan Nasywa Alya Syafitri Nur Santoso, Khanza Maritza Pramida, Intan Prisnaini, Rizqi Muji Putu Agus Valguna Rezki Iqbal Ramadyanto Ridwan Maulana Rosiatuningsih Siregar, Risdalina Sri Supiyati, Sri Sriono, Sriono Suhardi Sumaryanto, Dr. Djoko Titania Firda Yanto Tri Yuliani, Tri Triyana, Evi Wahyu, Wiwit Wildan Mubarok, Wildan Yafnida, Neli Yolanda, Gelvia