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All Journal Jurnal Eduscience (JES) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Sutrisno, Agus Hari
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ANALYSIS OF THE RELATIONSHIP BETWEEN LEARNING INTEREST AND CRITICAL THINKING ABILITY ON ELEMENTARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT Sutrisno, Agus Hari; Murtafiah, Wasilatul; Handika, Jeffry
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18640212

Abstract

This study aims to analyze the relationship between learning interest and critical thinking skills on students’ mathematics achievement. The research subjects were 47 fifth-grade students from SDN Kedungrejo 1 and SDN Kropak 1 in Probolinggo Regency. Data were collected using test instruments and questionnaires, both of which were assessed through validity and reliability testing. The results confirmed that all instruments were valid and reliable for use in data collection. Furthermore, a normality test using the Kolmogorov–Smirnov method indicated that the data were normally distributed, with a significance value of 0.200, which exceeds the 0.05 threshold. The findings reveal that neither learning interest nor critical thinking skills has a significant relationship with fifth-grade students’ mathematics achievement at SDN Kedungrejo 1 and SDN Kropak 1. The significance values of the correlation were 0.580 for learning interest and 0.564 for critical thinking skills, both exceeding the 5% significance level. This indicates that these variables do not serve as direct predictors of mathematics achievement in this study. However, the analysis also shows that learning interest and critical thinking skills are strongly and significantly correlated with each other, with a correlation coefficient of 0.984 and a significance level of 0.001. This finding suggests that the two variables move in the same direction and mutually reinforce each other in the learning process, despite not directly influencing mathematics achievement.Therefore, this study indicates that students’ mathematics achievement at SDN Kedungrejo 1 and SDN Kropak 1 is likely influenced by other factors beyond learning interest and critical thinking skills, such as instructional quality, family support, intrinsic motivation, or foundational mathematical abilities.
MATH ANXIETY IN ELEMENTARY SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY OF LEARNING EXPERIENCES IN THE CLASSROOM Sutrisno, Agus Hari; Murtafiah, Wasilatul; Handhika, Jeffry; Maruti, Endang Sri
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8731

Abstract

Purpose – This study phenomenologically examines the forms, sources, and dynamics of mathematics anxiety among students at SDN 1 Kedungrejo, Probolinggo Regency. At the elementary level, mathematics anxiety is critical, as it can hinder learning and slow students’ numeracy skill development.Methodology – The study uses a descriptive qualitative approach and a phenomenological case study design. Data came from classroom observations, interviews, and triangulation with the principal, mathematics teacher, and five students with varying anxiety levels. Analysis followed the Miles, Huberman, and Saldaña model: data reduction, narrative presentation, and drawing conclusions.Findings – The results show: (1) mathematics anxiety is an affective and socio-pedagogical construct shaped by classroom interactions and teaching patterns; (2) the anxiety stems not just from students' internal conditions, but also school structures, learning culture, and curriculum pressure; and (3) it arises from complex interplay among cognitive, emotional, and social factors in students’ daily learning.Contribution – These results show that mathematics anxiety in elementary students is multidimensional. It calls for a more humanistic, emotionally supportive approach to teaching to strengthen students' self-efficacy.
Co-Authors Endang Sri Maruti Handika, Jeffry Jeffry Handhika Wasilatul Murtafiah