Impact of Model Eliciting Activities in Geometry Learning: Anxiety, Self-Regulated Learning, and Learning Outcomes

Ageng Triyono (Elementary School Teacher Education, Muhammadiyah University of Purworejo, Central Java, Indonesia)
Rusmin R. M. Saleh (Mathematics Education, Institute of Science and Education of Kie Raha, North Maluku, Indonesia)
Teguh Wibowo (Mathematics Education, Muhammadiyah University of Purworejo, Central Java, Indonesia)
Winda Ayuningtyas (Mathematics Education, College of Teacher Training and Education of Kusumanegara, East Jakarta, Indonesia)

Indonesian Journal Of Educational Research and Review
Vol. 8 No. 3 (2025): October

Low mathematics achievement and high mathematics anxiety in geometry among Indonesian students require innovative solutions. This study analyzes the effectiveness of Model Eliciting Activities (MEAs) in reducing mathematics anxiety, enhancing self-regulated learning (SRL), and improving students' geometry learning outcomes. Employing a quasi-experimental one-group pretest-posttest design with 25 junior high school students in East Jakarta, validated and reliable instruments were used, including a mathematics anxiety questionnaire, an SRL questionnaire, and a geometry test. The research procedure involved a pretest, MEA implementation through four modeling stages, posttest, observation, and interviews. Data were analyzed using paired t-tests and multiple correlations. The results indicate that MEAs significantly reduced mathematics anxiety (p < 0.01), increased SRL (p < 0.01), and improved geometry learning outcomes (p < 0.01). However, the simultaneous relationship between mathematics anxiety and SRL with geometry learning outcomes was low (R = 0.28). These findings support the integration of MEAs for more effective affective and metacognitive geometry learning.