Mathematics Education Open access

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Journal
Journal of Education and Teaching Learning
ISSN
e-ISSN 2986-3015 · p-ISSN 2986-3791
Issue
Vol.4 No.1 July (2026)
Section
Mathematics Education
Pages
147-151
Article ID
151
Submitted
06-05-2026
Published
21-07-2026
Language
English
License
CC BY-NC-SA 4.0
DOI
10.59211/mjpjetl.v4i1.151

A Math Phobia Mitigation Model to Enhance High School Students’ Motivation, Interest, and Mathematics Learning Outcomes

Authors

  • Rahmadani Fitri STAI Darul Arafah
    • Rabukit Damanik
      • Writing – Review & Editing
    • Berliani Ritonga
      • Writing – Review & Editing
    • Husaini
      • Writing – Review & Editing

    DOI:

    https://doi.org/10.59211/mjpjetl.v4i1.151

    Keywords:

    Math phobia, learning motivation, learning outcomes, mitigation, mathematics learning

    Abstract

    Mathematics is a fundamental subject that plays an important role in developing logical and analytical thinking skills. However, many students experience math phobia, which negatively affects their motivation, interest, and learning outcomes. This study aims to (1) describe the concept of math phobia, (2) develop a math phobia mitigation model, and (3) analyze the effect of the model on students’ mathematics learning outcomes. The study employed a Research and Development (R&D) method with a mixed-methods approach. The research subjects were high school students in Binjai City. The results indicate that math phobia is characterized by emotional anxiety, cognitive disruption, and avoidance behavior. The developed mitigation model was able to increase students’ motivation and interest in learning, as well as improve learning outcomes from an average score of 62 to 82. Therefore, the mitigation model is proven to be effective in reducing mathematics anxiety and improving student achievement.

    Authors and contributors

    4

    • Indonesia

      Author Corresponding author

      STAI Darul Arafah

    • Indonesia

      Author

      • Writing – review & editing

    • Indonesia

      Author

      • Writing – review & editing

    • Indonesia

      Author

      • Writing – review & editing

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    References

    Ahmad, R. S. (2016). Pengaruh Math Phobia, Self Efficacy, Adversity Quotient dan Motivasi Berprestasi terhadap Prestasi Belajar Matematika Siswa SMP.

    Ali, N. A. M., & Hassan, N. C. (2019). Mathematics anxiety and mathematics motivation among students in the faculty of science of a public university in Malaysia. International Journal of Academic Research in Progressive Education and Development, 4(8), 952–963.

    Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Ashcraft, M. H., 5(11), 181–185.

    Fadli, M. R. (2024). The Effect of Mathematics Anxiety on Students’ Learning Achievement: An Ex Post Facto Study. In Proceeding of the International Conference on Mathematical Sciences, Natural Sciences, and Computing.

    Fatwana, H., Azhari, B., & Elsayed, S. A. M. (2024). Construct self-efficacy to combat math anxiety: A systematic review. Journal of Educational Technology, Science and Mathematics, 1(1), 1–17.

    Milovanović, I. (2020). Math anxiety, math achievement and math motivation in high school students: gender effects. Croatian Journal of Education/Hrvatski Časopis Za Odgoj i Obrazovanje, 4(8), 952–963.

    ohn W. Creswell. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage.

    Walter R. Borg & Meredith D. Gall. (1983). Educational Research: An Introduction. Longman. “R&D is used to develop and validate educational products.

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    Published

    21-07-2026

    Issue

    Vol.4 No.1 July (2026)

    Section

    Mathematics Education

    URN

    https://nbn-resolving.de/urn:nbn:de:0000-mjpjetl.v4i1.1513

    License

    Copyright (c) 2026 Rahmadani Fitri, Rabukit Damanik, Berliani Ritonga, Husaini

    Creative Commons License

    This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

    Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.

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    References

    8
    1. Ahmad, R. S. (2016). Pengaruh Math Phobia, Self Efficacy, Adversity Quotient dan Motivasi Berprestasi terhadap Prestasi Belajar Matematika Siswa SMP. Google Scholar
    2. Ali, N. A. M., & Hassan, N. C. (2019). Mathematics anxiety and mathematics motivation among students in the faculty of science of a public university in Malaysia. International Journal of Academic Research in Progressive Education and Development, 4(8), 952–963. Google Scholar
    3. Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Ashcraft, M. H., 5(11), 181–185. Google Scholar
    4. Fadli, M. R. (2024). The Effect of Mathematics Anxiety on Students’ Learning Achievement: An Ex Post Facto Study. In Proceeding of the International Conference on Mathematical Sciences, Natural Sciences, and Computing. Google Scholar
    5. Fatwana, H., Azhari, B., & Elsayed, S. A. M. (2024). Construct self-efficacy to combat math anxiety: A systematic review. Journal of Educational Technology, Science and Mathematics, 1(1), 1–17. Google Scholar
    6. Milovanović, I. (2020). Math anxiety, math achievement and math motivation in high school students: gender effects. Croatian Journal of Education/Hrvatski Časopis Za Odgoj i Obrazovanje, 4(8), 952–963. Google Scholar
    7. ohn W. Creswell. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage. Google Scholar
    8. Walter R. Borg & Meredith D. Gall. (1983). Educational Research: An Introduction. Longman. “R&D is used to develop and validate educational products. Google Scholar

    Cite this article

    Fitri, R., Damanik, R., Ritonga, B., & Husaini (2026). A Math Phobia Mitigation Model to Enhance High School Students’ Motivation, Interest, and Mathematics Learning Outcomes. Journal of Education and Teaching Learning, 4(1), 147–151. https://doi.org/10.59211/mjpjetl.v4i1.151

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