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All Journal G-Couns: Jurnal Bimbingan dan Konseling Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Neviyarni
Padang State University
Education Mathematics Physics Other

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Analysis of Mathematics Anxiety Experienced by Students of Vocational School in Padang City and The Factors That Affect Them Yufa Ficanysha Yufa; Netrawati; Neviyarni; Nurfarhanah
G-Couns: Jurnal Bimbingan dan Konseling Vol. 7 No. 03: Agustus 2023, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/gcouns.v7i03.4900

Abstract

Mathematics is a subject that many students fear. This fear has a negative impact, one of which is math anxiety. This study aims to describe the level of math anxiety of SMKN students in Padang and the factors that influence it. This research is a descriptive study with a total sample of 72 students at one of the State Vocational Schools in Padang City. Sampling used a purposive sampling technique, which is based on the results of recommendations, observations, and interviews from counseling teachers and Mathematics teachers at SMKN Padang. This study measures math anxiety which includes math test anxiety, numerical anxiety, and abstraction anxiety. The data collection tool used in this study was a questionnaire with a Likert scale model totaling 38 statement items with 5 alternative answers. Overall, Students' math anxiety is in the high category of 45.83%, which means that many students experience math anxiety, the average student anxiety towards mathematics is the high category which is influenced by personality, environmental and intellectual factors. Keywords:anxiety, math anxiety, vocational school students in the city of padang
Role of the System Processing Information on Thinking Process and Effectiveness Mathematics Learning Yulia Rahmawati Z; Neviyarni
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 2 (2026): Ar-Riyadhiyyat: Journal of Mathematics Education
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i2.6856

Abstract

This study synthesizes recent empirical research (2015–2025) on the relationships among cognitive load, working memory, metacognitive regulation, self-regulated learning (SRL), and mathematics anxiety in university-level mathematics. Although Cognitive Load Theory (CLT), Working Memory frameworks, and Metacognitive Regulation models have substantially advanced understanding of mathematical information processing, their application to advanced university mathematics remains conceptually fragmented. Through a systematic review of indexed literature, this paper consolidates evidence on how metacognitive strategies—planning, monitoring, and evaluation—interact with cognitive resources and affective factors across mathematical subdomains such as calculus, abstract algebra, statistics, and geometry. The findings indicate that metacognitive regulation supports cognitive load management, that self-regulated learning mediates the relationship between motivational beliefs and performance, and that mathematics anxiety disrupts both working memory efficiency and metacognitive monitoring. Empirical evidence further suggests that cognitive-metacognitive strategy training, particularly when embedded within instructional design or digital learning environments, is more consistently associated with performance gains than purely affective interventions. Rather than proposing a wholly new theoretical framework, this study integrates and clarifies existing perspectives to outline directions for a more holistic model of university mathematics learning that accounts for cognitive, metacognitive, motivational, and emotional dimensions. The review concludes by identifying implications for instructional design and priorities for future empirical research.
Co-Authors Netrawati, Netrawati Nurfarhanah Nurfarhanah Yufa Ficanysha Yufa Yulia Rahmawati Z