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All Journal Suska Journal of Mathematics Education Jurnal Sains Matematika dan Statistika MATEMATIKA DAN PEMBELAJARAN Beta: Jurnal Tadris Matematika MEJ (Mathematics Education Journal) International Journal on Teaching and Learning Mathematics LINEAR: Journal of Mathematics Education Journal of Educational Management Research AB-JME: Al-Bahjah Journal of Mathematics Education
Elly Susanti
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Social Sciences

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Pengaruh Tingkat Indikator Worry terhadap Self-Regulated Learning Siswa Sekolah Dasar dalam Menyelesaikan Soal Cerita Matematika Redi Gunawan; Elly Susanti; Abdussakir
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 4 No. 1 (2026): AB-JME Vol. 4 No.1 2026
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v4i1.1100

Abstract

Cognitive anxiety in the form of worry can interfere with students' ability to regulate the learning process, especially when solving mathematical word problems. This study aims to analyze the effect of worry levels on fifth-grade elementary school students' Self-Regulated Learning (SRL) in solving mathematical word problems. This study used a quantitative approach with a causal associative design. The research sample consisted of 38 fifth-grade elementary school students in one of the elementary schools in Cirebon selected through a purposive sampling technique. Data were collected using a four-point Likert scale questionnaire to measure three indicators of worry, namely self-doubt, fear of failure, and cognitive interference, as well as three phases of SRL, namely forethought, performance control, and self-reflection. In addition, students' answer sheets were analyzed descriptively based on Polya's problem-solving stages. The results showed that worry had a negative and significant effect on students' SRL with a value of B = -0.898, r = -0.710, p <0.001, and R² = 0.504. This means that the higher the student's worry, the lower their self-regulation ability, with a contribution of 50.4%. Students with high levels of worry experienced a decline in SRL, particularly during the forethought and self-reflection phases, as evidenced by difficulties planning solutions, incomplete work steps, and a lack of rechecking of answers. These findings underscore the importance of teacher support in reducing worry and strengthening students' SRL at each stage of solving math word problems.
Co-Authors Abdussakir Andini Endah Sri Mulyani Anisah Salsabila Arum Permata Rahmadhani Atiqotur Royyani Erni Anggraini Imam Sujarwo Ina Maya Sabara Jeffa Lianto Van Bee Marhayati Mohammad Nadzir Azhari Muhammad Irfan Afandi Natasya Ziana Walidah Nur Wiji Sholikin Nuri Fatihatul Fariha Redi Gunawan Rifqoh Thoyyibah Rizqita Alimatun Nisa’ Rizqita ‘alimatun Nisa’ Rohmat Akbar Aji Sri Harini Turmudi Turmudi, Turmudi