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All Journal Suska Journal of Mathematics Education NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) JMPM: Jurnal Matematika dan Pendidikan Matematika Theorems (The Original Research of Mathematics) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika GAUSS: Jurnal Pendidikan Matematika Journal Evaluation in Education (JEE) Unnes Journal of Mathematics Education Circle: Jurnal Pendidikan Matematika Circle: Jurnal Pendidikan Matematika Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Ahmad Dzulfikar
Institut Agama Islam Negeri Pekalongan
Education Mathematics Social Sciences Other

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Journal : Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika

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No gender differences in mathematical problem-solving ability: A study with mathematics anxiety control Dzulfikar, Ahmad; Turmudi; Herman, Tatang; Kusnandi
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i1.3171

Abstract

Equality, including gender, is an essential principle in school mathematics education and learning. Previous research findings, however, have yielded mixed results in terms of students’ mathematics proficiency, particularly mathematical problem-solving abilities. Furthermore, mathematics anxiety is frequently related to a decline in these abilities. As a result, the purpose of this study is to examine gender disparities in students’ mathematical problem-solving abilities while accounting for the influence of students’ mathematics anxiety. This study used a survey method with 96 students chosen by cluster sampling from a public junior high school in an urban area. This study included two instruments: a mathematical problem-solving abilities test and a mathematics anxiety scale. The findings of this study show that: (1) there is no significant difference in students’ mathematics anxiety based on gender, (2) gender has no significant effect on students’ mathematical problem-solving abilities after controlling for mathematics anxiety, and (3) mathematics anxiety has a significant effect on mathematical problem-solving abilities after controlling for gender. These findings highlight the need for strategies for reducing mathematics anxiety in children. Comprehensive assistance from the learning environment, including the responsibilities of parents, teachers, and friends, as well as a positive learning environment, is intended to assist students in overcoming mathematics anxiety. Thus, this study has significant implications for the development of inclusive and successful mathematics learning strategies.
Co-Authors Ciptianingsari Ayu Vitantri Kusnandi Kusnandi Kusnandi, Kusnandi Mohammad Asikin Putriaji Hendikawati Tatang Herman, Tatang Turmudi