The Influence of Mathematical Anxiety, Self Efficacy, and Learning Motivation on Student’s Problem Solving Ability in Vocational High School: Case Study in SMK Negeri 1 Maluku Tengah

Tresye Matelda Kappuw

doi:10.56442/ijble.v6i2.1276

Authors

Tresye Matelda Kappuw SMK Negeri 1 Maluku Tengah

DOI:

https://doi.org/10.56442/ijble.v6i2.1276

Keywords:

Mathematical Anxiety, Self-Efficacy, Learning Motivation, Problem Solving Ability, Vocational Ability

Abstract

This study examines the influence of mathematical anxiety, self-efficacy, and learning motivation on students’ problem-solving ability in vocational education, with a case study at SMK Negeri 1 Maluku Tengah. Using a quantitative correlational design, data were collected from 126 Grade XI students selected through proportionate stratified random sampling. Mathematical anxiety, self-efficacy, and learning motivation were measured using validated questionnaires, while problem-solving ability was assessed through a test based on Polya’s four-step problem-solving framework. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The results indicate that mathematical anxiety has a significant negative effect on problem-solving ability (β = -0.312, p < 0.001), while self-efficacy (β = 0.428, p < 0.001) and learning motivation (β = 0.316, p < 0.001) have significant positive effects. The model explains 63.2% of the variance in problem-solving ability. These findings highlight the importance of addressing affective factors such as anxiety, as well as strengthening self-efficacy and motivation, to enhance students’ problem-solving performance in vocational high schools.

References

Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248. https://doi.org/10.3758/BF03194059

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46.

Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(1), 124–139.

Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematics problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193–203.

Polya, G. (1957). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.

Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554.

Skaalvik, E. M., et al. (2015). Self-efficacy, engagement, and school achievement. Journal of Educational Psychology, 107(3), 752–763.

Wahid, H., & Surya, E. (2016). The effect of mathematics anxiety on students' mathematical problem-solving. Journal of Mathematics Education, 7(2), 15–25.

Zakariya, Y. (2019). Mathematics self-efficacy and motivation as predictors of problem-solving skills. International Journal of Science and Mathematics Education, 17(5), 1011–1025.