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All Journal Jurnal Pendidikan Matematika (Jupitek) Journal of Advanced Sciences and Mathematics Education
Rika Wahyuni
ISBI Singkawang
Chemistry Education Mathematics Physics Social Sciences

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Examining the influence of mathematical anxiety on the global perspective of junior high school students Nurhayati; Resy Nirawati; Nindy Citroresmi Prihatiningtyas; Nurul Husna; Rika Wahyuni; Mariyam; Elisabet Novita; Erros Chandra; Adenia Wirasati
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1071

Abstract

Background: Mathematics is frequently perceived by students as a challenging subject, which can lead to mathematical anxiety. Such anxiety may influence students’ learning experiences and their ability to interpret broader global issues. Aims: This study aims to examine the influence of mathematical anxiety on the global perspective of junior high school students. Method: A quantitative correlational design was employed involving 33 eighth-grade students from a public junior high school in Pontianak, Indonesia. Data were collected through a mathematical anxiety questionnaire and a global perspective questionnaire. Mathematical anxiety was examined through psychological, physiological, and social components. Prior to the main analysis, prerequisite tests including normality, linearity, and homoscedasticity were conducted. The relationship between variables was then analyzed using simple linear regression. Results: The analysis indicates that mathematical anxiety contributed 10.3% to students’ global perspective (R² = 0.103). However, the regression results show that mathematical anxiety did not have a statistically significant influence on students’ global perspective (p = 0.069 > 0.05). This finding suggests that students’ understanding of global issues may be shaped by other educational or social factors beyond mathematics-related anxiety. Conclusion: Although mathematical anxiety was not found to significantly affect students’ global perspective, addressing anxiety in mathematics learning remains important. Creating supportive learning environments and contextual learning experiences may help students engage more confidently with mathematics.
Implementation of Project Based Learning with Scratch to Enhance Students’ Computational Thinking on Linear Function Mas Asfila Aldiyah Sabila; Mariyam Mariyam; Rika Wahyuni
Jurnal Pendidikan Matematika (JUPITEK) Vol 8 No 2 (2025): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol8iss2pp130-145

Abstract

This study aims to: (1) determine students’ learning mastery in terms of computational thinking skills, based on a minimum completeness criterion (KKTP) of 70, both individually and classically after the implementation of the Project-Based Learning (PjBL) model assisted by Scratch media; (2) identify whether there is a significant difference in the improvement of computational thinking skills between students taught using the PjBL model with Scratch and those taught through direct instruction on the topic of linear functions at SMP Negeri 19 Singkawang; and (3) observe student learning activities after the application of the PjBL model assisted by Scratch. This quantitative research employed an experimental method using a quasi-experimental design with a nonequivalent control group design. The sample was selected using probability sampling, specifically simple random sampling, resulting in class VIII E as the experimental group and class VIII A as the control group. The findings indicate that: (1) students' computational thinking skills achieved the KKTP threshold both individually and classically after the intervention; (2) a significant difference in skill improvement was found between the experimental and control groups; and (3) students demonstrated active engagement in learning activities following the implementation of the PjBL model assisted by Scratch.
Co-Authors Adenia Wirasati Elisabet Novita Erros Chandra Mariyam Mariyam Mariyam Mas Asfila Aldiyah Sabila Nindy Citroresmi Prihatiningtyas Nurhayati Nurul Husna Resy Nirawati