PENGARUH SELF-EFFICACY DAN MATH ANXIETY TERHADAP MOTIVASI BELAJAR MATEMATIKA SISWA DI MADRASAH IBTIDAIYAH

Feryska Ayu Faradila Pramesti, Zuhkhriyan Zakaria, Ika Ratih Sulistiani

Abstract


Mathematics learning motivation is an important factor in supporting students’ learning success and may be influenced by psychological factors such as self-efficacy and math anxiety. This study aimed to examine the effects of self-efficacy on mathematics learning motivation, the effect of low math anxiety on mathematics learning motivation, and the simultaneous effects of both variables among students at MI Nurul Ulum Arjosari. This quantitative correlational study involved 100 fourth- and fifth-grade students selected through purposive sampling. Data were collected using validated and reliable questionnaires measuring self-efficacy, math anxiety, and mathematics learning motivation. Data were analyzed using descriptive statistics, assumption tests, multiple linear regression, and quadratic regression. The results showed that self-efficacy had a significant positive effect on mathematics learning motivation (t = 3.358; p = 0.001). Low math anxiety was significant in the linear regression model (t = 4.316; p < 0.001), but was not significant in the quadratic model (p = 0.301), while the quadratic component was also not significant (p = 0.694). Simultaneously, self-efficacy and low math anxiety significantly affected mathematics learning motivation (F = 20.099; p < 0.001), explaining 29.3% of its variance.

 

Keywords: self-efficacy; mathematics anxiety; learning motivation; mathematics learning; elementary school students.


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