PENGARUH KECEMASAN TERHADAP PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

This study aims to analyze the influence of anxiety on elementary school students’ attitudes toward mathematics learning, focusing on cognitive and somatic anxiety. A descriptive quantitative approach with path analysis using Partial Least Square (PLS) was employed. Data were collected through validated and reliable questionnaires distributed to 50 elementary students. The regression analysis results revealed that cognitive anxiety significantly affects students’ attitudes, while somatic anxiety does not have a direct effect but indirectly influences attitudes through cognitive anxiety. Additionally, positive and significant correlations were found among all variables, with the strongest relationship between attitude and cognitive anxiety. These findings highlight the importance of psychological interventions and teacher training to create a supportive learning environment that reduces anxiety and fosters positive attitudes toward mathematics from an early age. This study contributes to developing mathematics learning strategies responsive to the emotional needs of elementary students.