Hybrid Counseling Model for Analyzing Math Anxiety Among Prospective Teachers in the Era of 21st-Century Numeracy Literacy

Abstract

This study aimed to examine the feasibility and preliminary effectiveness of a hybrid counseling model in reducing mathematics anxiety among prospective elementary school teachers. A descriptive qualitative feasibility study was conducted at the Primary School Teacher Education Study Program, Universitas Muhammadiyah Cirebon, Indonesia. An initial screening involved 179 undergraduate students, from whom six participants representing moderate and high mathematics anxiety levels across the first, third, and fifth semesters were purposively selected for the intervention. Data were collected using a validated Mathematics Anxiety Self-Report Instrument, observations, semi-structured interviews, student reflection sheets, and documentation. The instrument demonstrated good psychometric properties, with 22 valid items and a Cronbach's Alpha coefficient of 0.89. Data were analyzed using descriptive qualitative techniques supported by ATLAS.ti, while changes in mathematics anxiety were examined using pre-test and post-test scores. The findings showed that all participants experienced reductions in mathematics anxiety following the intervention. Improvements were consistently observed across cognitive, emotional, behavioral, and physiological dimensions, accompanied by increased confidence, greater engagement in mathematics learning, and reduced anxiety-related physical symptoms. These findings provide preliminary evidence that integrating face-to-face counseling with digital reflective activities is a feasible approach to reducing mathematics anxiety among prospective elementary school teachers and contributes to the development of technology-supported counseling services in higher education.