The Effect of Anxiety and Self-Efficacy on Mathematical Reasoning through Problem-Based Learning Models in Elementary School Students
This study aims to analyze the predictive power of mathematical anxiety and self-efficacy on students' mathematical reasoning skills after the application of the problem-based learning model (PBL), as well as the improvement of mathematical reasoning skills of grade V students of SD Negeri 70 Ambon after the implementation of the problem-based learning model (PBL). This study used a quantitative approach with a pre-experimental one-group pretest-posttest design. The research sample consisted of 30 students in class V, selected using purposive sampling techniques. Data were collected through mathematical reasoning ability tests, mathematical anxiety questionnaires, and self-efficacy questionnaires. Data were analyzed using descriptive statistics, prerequisite test analysis, multiple linear regression, and N-Gain analysis. The results showed that mathematics anxiety had a negative and significant predictive effect on students' mathematical reasoning ability after the application of the problem-based learning model (PBL), with a significance value of 0.004. Meanwhile, self-efficacy has a positive and significant predictive power on students' mathematical reasoning ability after the application of the problem-based learning model (PBL), with a significance value of 0.000. Simultaneously, math anxiety and self-efficacy had a significant predictive power on students' mathematical reasoning ability, with a significance value of 0.000. In addition, the N-Gain analysis showed an increase in students' mathematical reasoning skills after applying the problem-based learning model (PBL), with an average N-Gain of 0.7117, which falls in the high category. "This study shows that psychological factors in the form of mathematical anxiety and self-efficacy have an important role in explaining students' mathematical reasoning abilities after the application of the problem-based learning model. In addition, students' mathematical reasoning abilities showed improvement after participating in problem-based learning (PBL).
Keywords: mathematical reasoning ability, mathematical anxiety, self-efficacy, problem-based learning.
Abidah, N., Hakim, L. El, & Wijayanti, D. A. (2021). Efforts to improve students' mathematical reasoning skills through problem-based learning model in social arithmetic materials. Jakarta Journal of Mathematics Education Research, 3(1), 58–66. https://doi.org/10.21009/jrpmj.v3i1.15523
Afifah, R. N., Patmawati, H., & Dewi, S. V. (2024). Analysis of students' mathematical reasoning ability in working on akm-based problems is reviewed from mathematical resilience. Indication: Journal of Mathematics Education Innovation, 7(1), 116–130. https://doi.org/10.31851/indiktika.v7i1.15380
Alashwal, H. A., & Barham, A. I. (2025). Sustaining problem-based learning: A mixed-methods exploration of its long-term effects on primary students' mathematical problem solving. Social Sciences and Humanities Open, 12(November 2024), 101717. https://doi.org/10.1016/j.ssaho.2025.101717
Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. Int. J. Adolesc., 25, 519–535. https://doi.org/10.1080/02673843.2019.1679202
Asdarina, O., & Ridha, M. (2020). Analysis of students' mathematical reasoning abilities in solving the equivalent problems of geometry content. Journal of Numeracy, 7(2), 192–206. https://doi.org/https://doi.org/10.46244/numeracy.v7i2.1167
Auliya, D., Prayitno, S., & Lu'Luilmaknun, U. (2025). Analysis of students' mathematical reasoning skills in working on mathematics problems equivalent to PISA number content. Journal of Mathematics Education and Application, 5(3), 1092–1105. https://doi.org/10.46244/numeracy.v7i2.1167
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. New York: Prentice-Hall.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Barroso, C., Ganley, C. M., McGrway, A. L., Geer, E. A., Hart, S. A., & Doucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychol Bull., 147(2), 134–168. https://doi.org/10.1037/bul0000307
Basileo, L. D., Otto, B., Lyons, M., Vannini, N., & Toth, M. D. (2024). The role of self-efficacy, motivation, and perceived support of students’ basic psychological needs in academic achievement. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1385442
Ceker, E., & Ozdamli, F. (2016). Features and characteristics of problem based learning eser. Cypriot Journal of Educational Science, 11(4), 195–201.
Demedts, F., Reynvoet, B., Sasanguie, D., & Depaepe, F. (2022). Unraveling the role of math anxiety in students’ math performance. Frontiers in Psychology, 13(November), 1–9. https://doi.org/10.3389/fpsyg.2022.979113
Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100(3), 211–230. https://doi.org/https://doi.org/10.1007/s10649-019-9880-5
El-Far, S. E., El-Mutaz, A. M., & Ghariani, F. A. (2024). Mathematics Anxiety Among High School Students: Causes, Consequences, and Coping Mechanisms. International Journal of Mathematics and Science Education, 1(1), 55–61. https://doi.org/10.62951/ijmse.v1i1.81
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion. Emotion, 7(2), 336–353. https://doi.org/https://doi.org/10.1037/1528-3542.7.2.336
Fauziah, N., Sunaryo, Y., & Ruswana, A. M. (2021). Analysis of mathematical reasoning skills based on students' learning styles. J-KIP (Journal of Teacher Training and Education), 2(3), 119–124. https://doi.org/http://dx.doi.org/10.25157/j-kip.v2i3.6197
Gashaj, V., Thaqi, Q., Mast, F. W., & Roebers, C. M. (2023). Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety. Trends in Neuroscience and Education, 33, 100217. https://doi.org/10.1016/j.tine.2023.100217
Hartono. (2019). Research Methodology: Equipped with Regression Analysis and Path Analysis with IBM SPSS Statistics Version 25 (1st). Zanafa Publishing.
Henschel, S., & Roick, T. (2020). The multidimensional structure of math anxiety revisited: Incorporating psychological dimensions and setting factors. European Journal of Psychological Assessment, 36(1), 123–135. https://doi.org/https://doi.org/10.1027/1015-5759/a000477
Hou, R., Jin, L., He, J., & Wang, J. L. (2025). Peer support and learning outcomes in “Study With Me” among Generation Z college students: mediating roles of motivation, test anxiety, and self-efficacy. Frontiers in Psychology, 16(June). https://doi.org/10.3389/fpsyg.2025.1582857
Kotto, M. A., Babys, U., & Gella, N. J. M. (2022). Improving students' mathematical reasoning skills through the PBL (Problem Based Learning) model. Journal of Science and Science Education, 5(1), 24–27. https://doi.org/10.24246/juses.v5i1p24-27
Lestari, G. P., Zamzaili, & Haji, S. (2022). The influence of self efficacy, mathematical disposition, and mathematical connections on students' mathematical reasoning abilities. Journal of Didactical Mathematics, 4(2), 399–412. https://doi.org/https://doi.org/10.31949/dm.v4i2.3538
Mahmud, M. S., & Mohd Drus, N. F. (2023). The use of oral questioning to improve students’ reasoning skills in primary school mathematics learning. Frontiers in Education, 8(May), 1–12. https://doi.org/10.3389/feduc.2023.1126816
Möhring, W., Moll, L., & Szubielska, M. (2024). Mathematics anxiety and math achievement in primary school children: Testing different theoretical accounts. Journal of Experimental Child Psychology, 247, 106038. https://doi.org/10.1016/j.jecp.2024.106038
Navarro, D., González-Campos, J. A., & Perines, H. (2026). Advances and perspectives in research on math anxiety : A systematic review and a bibliometric analysis. International Electronic Journal of Mathematics Education, 21(3), 1–13. https://doi.org/https://doi.org/10.29333/iejme/19017
Pintrich, P. R., & Schunk, D. H. (2022). Motivation in education. Theory, research and applications (2nd ed). Merrill/Prentice Hall.
Pramuswara, N. A., & Haerudin. (2022). Analysis of mathematical literacy ability of junior high school students on triangle material. Proceedings of the National Seminar on Mathematics and Mathematics Education, 82–91. https://doi.org/https://journal.unsika.ac.id/index.php/sesiomadika
Pratiwi, A. F., & Imami, A. I. (2022). Analysis of self-efficacy in mathematics learning in junior high school students. Axiom: Journal of Mathematics and Mathematics Education, 13(3), 403–410. https://doi.org/https://doi.org/10.26877/aks.v13i3.13973
Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning, 37(2), 111–125. https://doi.org/10.1080/02680513.2020.1755642
Putri, D. K., Sulianto, J., & Azizah, M. (2019). Mathematical reasoning ability reviewed from problem solving ability. International Journal of Elementary Education, 3(3), 351–357. https://ejournal.undiksha.ac.id/index.php/IJEE
Ruijia, Z., Talib, O., binti Burhanuddin, N. A. N., & Wenling, L. (2022). The effect of math self-concept and self-efficacy on the math achievement of sixth-grade primary school students: the mediating role of math anxiety. International Journal of Academic Research in Progressive Education and Development, 11(3), 767–778. https://doi.org/10.6007/ijarped/v11-i3/14721
Safitri, D. I. D., Hulukati, E., & Bito, N. (2025). The effect of the problem based learning model on students' mathematical reasoning ability. MathEdu Journal, 8(1), 42–50. https://doi.org/Https://Doi.Org/10.37081/Mathedu.V8i1.6971.
Sartika, Ma'rufi, & Sukmawati. (2024). The effectiveness of the problem based learning model on the mathematical reasoning ability of class X Science Students at SMA Negeri 2 Luwu. Pedagogy: Journal of Mathematics Education, 9(2), 449–464. https://doi.org/https://doi.org/10.30605/pedagogy.v9i2.5251
Shengyao, Y., Salarzadeh Jenatabadi, H., Mengshi, Y., Minqin, C., Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: the role of parenting style. Scientific Reports, 14(1), 1–14. https://doi.org/10.1038/s41598-024-55530-7
Soesana, A., Subakti, H., Karwanto, Kuswandi, A. F. S., Sastri, L., Aswan, I. F. N., Hasibuan, F. A., & Lestari, H. (2023). Quantitative research methodology. In Yayasan Kita Tulis (Print 1). Our Writing Foundation.
Sopiah, E. S., Effendi, A., & Sunaryo, Y. (2020). Analysis of mathematical creative thinking ability of grade viii students on the two-variable linear equation system (spldv) material. J-KIP (Journal of Teacher Training and Education), 1(2), 1–10. https://doi.org/http://dx.doi.org/10.25157/j-kip.v1i2.4396
Street, K. E. S., Malmberg, L. E., & Schukajlow, S. (2024). Students’ mathematics self-efficacy: a scoping review. ZDM - Mathematics Education, 56(2), 265–280. https://doi.org/10.1007/s11858-024-01548-0
Sugiyono. (2013). Qualitative Quantitative Research Methods and R&D (19th). Alphabet.
Tursynkulova, E., Madiyarov, N., Sultanbek, T., & Duysebayeva, P. (2023). The effect of problem-based learning on cognitive skills in solving geometric construction problems: a case study in Kazakhstan. Frontiers in Education, 8(December), 1–19. https://doi.org/10.3389/feduc.2023.1284305
Umaroh, S., Yuhana, Y., & Hendrayana, A. (2020). The effect of self-efficacy and mathematical anxiety on mathematical reasoning ability. Journal of Mathematics Education Innovation and Research, 1(1), 1–15. https://doi.org/http://dx.doi.org/10.62870/wjirpm.v1i1.7971
Utami, S., Rufaidah, A., & Nisa, A. (2020). Contribution of self-efficacy to student academic stress during the Covid-19 pandemic for the April-May 2020 period. Therapeutics: Journal of Counseling Guidance, 4(1), 20–27. https://doi.org/10.26539/teraputik.41294
Vrasetya, A., & Gunawan, R. G. (2024). Analysis of the level of mathematic anxiety in mathematics learning. Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences, 3(3), 115–120. https://doi.org/10.53696/venn.v3i3.159
Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: a meta-analytic investigation. Frontiers in Psychology, 10(AUG), 1–17. https://doi.org/10.3389/fpsyg.2019.01613
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.