Pengaruh Learning Anxiety dan Self-Directed Learning terhadap Prestasi Belajar Matematika Siswa Sekolah Dasar

Silvi Fitria Rahmawati, Edi Irawan

Abstract


This study aims to examine the effect of learning anxiety and self-directed learning on elementary school students’ mathematics achievement. The research employed a quantitative approach with an ex-post facto design, since the researcher did not provide direct treatment but analyzed existing data. The sample consisted of 36 fifth-grade students of SD Tarbiyatul Islam Kertosari, selected using proportionate stratified random sampling. The instruments used were questionnaires to measure the level of learning anxiety and self-directed learning, while mathematics achievement was obtained from the final examination scores of semester1 in the 2024/2025 academic year. Data analysis was conducted using simple linear regression to determine the effect of each independent variable, as well as multiple linear regression to examine the simultaneous influence of both variables. The results showed that: (1) learning anxiety had a significant effect on mathematics achievement with a contribution of 27.6%; (2) self-directed learning had a significant effect with a contribution of 41.5%; and (3) simultaneously, learning anxiety and self-directed learning contributed 49.8% to mathematics achievement. These findings highlight that the lower the level of learning anxiety and the higher the level of self-directed learning, the better the mathematics achievement achieved by students. Therefore, managing learning anxiety and enhancing students’ self-directed learning skills are crucial aspects that need to be emphasized in supporting academic success, particularly in mathematics learning.

Keywords


learning anxiety; self-directed learning; mathematics learning achievement

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DOI: https://doi.org/10.17509/j-mer.v6i2.84171

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