PENGARUH KECEMASAN TERHADAP PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

This study aims to investigate the influence of anxiety on elementary school students’ attitudes toward learning mathematics. Utilizing a descriptive quantitative approach with path analysis through the Partial Least Square (PLS) method, data were collected via structured questionnaires distributed to students. The research focuses on two forms of anxiety: cognitive and somatic, and their relationship with students' attitudes toward mathematics. The findings reveal that cognitive anxiety significantly affects students' attitudes, whereas somatic anxiety does not have a direct impact. However, somatic anxiety strongly influences cognitive anxiety, indirectly shaping students’ attitudes. This suggests that negative thoughts and fears play a more decisive role in students' learning engagement than physical symptoms. These results underline the need for psychological and emotional interventions, teacher training, and supportive learning environments to address students’ anxiety early. The study contributes to the educational field by offering insight into how psychological dynamics influence learning and providing strategies to foster positive attitudes toward mathematics in elementary education.