Analisis Pengaruh Kecemasan Matematika dan Motivasi Belajar terhadap Prestasi Belajar Matematika Siswa pada Materi Aljabar

Source abstract

Aim: This study aimed to examine whether mathematics anxiety and learning motivation statistically predict algebra achievement, both individually and jointly, among Year 7 students at an integrated Islamic junior secondary school in Indonesia. Method: A quantitative ex post facto correlational design was employed, involving 64 Year 7 students from SMPIT Ar-Risalah Sukoharjo. Mathematics anxiety and learning motivation were measured using two separate 30-item questionnaires, while algebra achievement was assessed through an algebra test. Data were analysed using multiple linear regression following diagnostic assessments of residual normality, linearity, multicollinearity, and heteroscedasticity, with statistical significance set at 0.05. Results: Mathematics anxiety did not significantly predict algebra achievement (B = 0.046, ? = 0.152, p = 0.357). Similarly, learning motivation was not a statistically significant predictor (B = 0.063, ? = 0.227, p = 0.171). The overall regression model was not statistically significant, F(2, 61) = 0.961, p = 0.388, R² = 0.031. Achievement scores were concentrated within a narrow, high-performing range (82–95; M = 90.08, SD = 2.97). Novelty/Implication: This study provides context-specific empirical evidence regarding the limited predictive contribution of two affective factors to early secondary algebra achievement when observed performance exhibits restricted variability. The non-significant findings do not imply that mathematics anxiety and learning motivation are educationally irrelevant; instead, they highlight the importance of considering score distributions and measurement characteristics when interpreting predictive relationships. The findings underscore the need to integrate affective, cognitive, and instructional indicators into comprehensive models of mathematics achievement and to employ assessment instruments capable of capturing meaningful differences in students' mathematical performance.