MATH ANXIETY: MUSUH TAK TERLIHAT DALAM RUANG KELAS MATEMATIKA
Keywords:
Learning Motivation, Math anxiety, Mathematics Learning, Mathematics EducationAbstract
Math anxiety is a psychological phenomenon that increasingly affects students in mathematics classrooms, yet it often goes unrecognized due to its latent and invisible nature. This condition can significantly impair students’ cognitive functioning, reduce learning motivation, disrupt exam performance, and lead to long-term avoidance of mathematics-related subjects and careers. This study explores the causes, impacts, and strategies for addressing math anxiety within the context of mathematics education. A literature review method was employed by analyzing academic journals, books, and scholarly articles published between 2016 and 2025. The findings reveal that math anxiety arises from a variety of factors, including negative past learning experiences, high academic pressure, authoritarian teaching styles, parental influence, and societal or gender-based stereotypes. Furthermore, math anxiety has extensive consequences that affect not only academic performance but also students' emotional and social development. Effective intervention requires a holistic approach involving students, teachers, schools, and education policymakers. The results of this study contribute to a deeper understanding of math anxiety as an invisible but powerful barrier to student learning and highlight the urgency of implementing more empathetic, supportive, and psychologically-aware approaches in mathematics education.
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