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PENGARUH KECEMASAN MATEMATIS TERHADAP HASIL BELAJAR FISIKA SISWA KELAS XI MAN 1 SLEMAN
Physics learning is closely related to mathematical ability, suggesting that mathematical anxiety may influence students’ physics learning outcomes. However, findings regarding the level of mathematical anxiety and its impact on students’ physics learning outcomes remain inconsistent. This study aims to determine the level of mathematical anxiety, physics learning outcomes, and the effect of mathematical anxiety on the physics learning outcomes of 11th-grade students at MAN 1 Sleman. This study is a quantitative ex post facto study with a sample of 67 students selected using purposive sampling. The research instruments consisted of a 20-item mathematics anxiety questionnaire covering indicators of attitude, self-confidence, mathematical content knowledge, learning activities, and exams, as well as a physics learning achievement test comprising 9 essay questions at cognitive levels C3 and C4, supplemented by interviews. The instruments were tested using Aiken’s V validity and Cronbach’s Alpha reliability. Descriptive analysis was used to determine the profile of students’ math anxiety and physics learning outcomes, while normality and linearity tests were used as prerequisite tests. Pearson’s correlation test was used to determine the relationship between variables, and simple linear regression was used to determine the effect of math anxiety on students’ physics learning outcomes. The results of the study indicate that students’ math anxiety falls into the moderate category (73.13%), while their physics achievement scores are mostly in the good category, with scores ranging from 70 to 84 (29.85%). A Pearson correlation coefficient of 0.007 indicates a very weak relationship, while the results of simple linear regression show a significance value of 0.958 (>0.05), indicating that mathematical anxiety does not have a significant effect on students’ physics learning outcomes. This is supported by interview results showing that physics learning outcomes are also influenced by other factors such as interest, motivation, study habits, and teaching methods.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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