From Anxiety to Understanding: A Phenomenological Study of Middle School Students' Mathematics Learning Experiences
Perspektif fenomenologis tentang transformasi kecemasan matematika menjadi pemahaman
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.549Keywords:
mathematics anxiety, phenomenology, mathematics learning, student experience, understandingAbstract
This study explores the lived experiences of junior high school students in learning mathematics, particularly focusing on the transformation from mathematics anxiety to understanding. Mathematics anxiety is widely recognized as a significant factor affecting students’ cognitive performance and emotional well-being. However, limited research has examined how students experience and interpret this anxiety in their learning process. This study aims to describe how mathematics anxiety is experienced, constructed, and transformed into understanding from a phenomenological perspective. This research employed a qualitative approach with a descriptive phenomenological design. Ten eighth-grade students were purposively selected based on varying levels of mathematics anxiety. Data were collected through in-depth semi-structured interviews and analyzed using transcendental phenomenological methods, including epoche, horizontalization, and synthesis of meaning. The findings reveal that students’ learning experiences evolve through four essential themes: initial construction of anxiety, cognitive disruption, coping strategies and meaning negotiation, and transformation toward understanding. Mathematics anxiety emerges as an emotional and social experience that interferes with cognitive processes but can be reconstructed through supportive learning environments and adaptive strategies. This study highlights that mathematics learning is not solely a cognitive process, but also an emotional journey. The transformation from anxiety to understanding demonstrates the importance of integrating affective and cognitive dimensions in teaching practices. These findings provide implications for developing more humanistic and responsive mathematics instruction.Downloads
References
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Carey, E., Hill, F., Devine, A., & Szücs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 6(JAN), 1–6. https://doi.org/10.3389/fpsyg.2015.01987
Connie Barroso, Colleen M. Ganley, McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A Meta-Analysis of the Relation Between Math Anxiety and Math Achievement. HHS Public Access, 176(12), 139–148. https://doi.org/doi:10.1037/bul0000307.
Fiharsono, A., Carey, M., Hyde, M., Beazley, H., & Yektiningtyas-Modouw, W. (2024). Culturally based learning needs of Korowai students in a lowland-remote area of Indonesian Papua: school physical environment and building design. Australian Educational Researcher, 51(2), 611–629. https://doi.org/10.1007/s13384-023-00615-x
Finell, J., Sammallahti, E., Korhonen, J., Eklöf, H., & Jonsson, B. (2022). Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis. Frontiers in Psychology, 12(January), 1–14. https://doi.org/10.3389/fpsyg.2021.798090
Hajar, S. (2025). Interpretasi Fenomenologis tentang Pengalaman Siswa dalam Penanggulangan Math Anxiety. Jurnal Ilmiah IPA Dan Matematika (JIIM), 3(2), 47–51.
Hennink, M., & Kaiser, B. N. (2022). Social Science & Medicine Sample sizes for saturation in qualitative research : A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability. Assessment, 10(2), 178–182. https://doi.org/10.1177/1073191103010002008
Ismail, R., Retnawati, H., Sugiman, Arovah, N. I., & Imawan, O. R. (2024). Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study. Journal of Education and E-Learning Research, 11(3), 548–556. https://doi.org/10.20448/jeelr.v11i3.5922
Juniardi, M. A., Rahmi, D., Yuniati, S., & Kurniati, A. (2024). TINGKATAN MATH ANXIETY SISWA SMP BERDASARKAN GENDER. SIGMA : JURNAL PENDIDIKAN MATEMATIKA, 16, 11–20.
Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students ? BMC Psychology, 1–9. https://doi.org/10.1186/s40359-021-00537-2
Kurniawati, A. D., Saputra, M. R., & Fiangga, S. (2025). A quantitative investigation of mathematical identity and its components in prospective mathematics teachers. 8(2), 262–287.
Lamote, H., HIKMAH, M. Al, & Dedyerianto. (2025). Analisis Kesulitan Belajar Matematika Siswa Pada Materi Aljabar Ditinjau yang baik dalam pembelajaran matematika . Tingkat kecemasan ini bersifat dinamis dan individual ,. Jurnal Inovasi Pendidikan Matematika, 6(1), 12–29.
Latifah, A. G., Quini, I. F., & Aripin, U. (2024). Kemampuan Berpikir Komputasi Ditinjau dari Kecemasan Belajar Matematika Pembelajaran matematika adalah proses interaksi dari elemen belajar yang bertujuan untuk meningkatkan kemampuan berpikir siswa untuk memecahkan masalah . Pembelajaran matematika dapat. 09(September), 351–360.
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421
Mash, R., Ajudua, F., Malope, S., & Kaura, D. (2025). Phenomenology for primary care researchers. African Journal of Primary Health Care and Family Medicine, 17(2), 1–6. https://doi.org/10.4102/phcfm.v17i2.4946
Mumu, J., & Aninam, P. A. (2018). Analisis konteks asal budaya Papua dalam pendidikan matematika realistik [Analysis of the context of Papuan cultural origins in realistic mathematics education]. Journal of Honai Math, 1(1), 24–33.
Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
Nolasco, D. (2025). UNEARTHING MATHEMATICS ANXIETY : A QUALITATIVE. 15(2), 223–239.
Nuraeni, R., Munandar, D. R., & Info, A. (2023). Jurnal Didactical Mathematics. 5, 361–368.
Ramirez, G., Shaw, S. T., Maloney, E. A., Ramirez, G., Shaw, S. T., Maloney, E. A., Anxiety, M., Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math Anxiety : Past Research , Promising Interventions , and a New Interpretation Framework Math Anxiety : Past Research , Promising Interventions , and a New Interpretation Framework. 1520. https://doi.org/10.1080/00461520.2018.1447384
Rodriguez, A., & Smith, J. (2018). Phenomenology as a healthcare research method. Evidence-Based Nursing, 21(4), 118. https://doi.org/10.1136/eb-2018-102990
Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and practical implications. For the Learning of Mathematics, 37(3), 20–25.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. 22, 63–75.
Sholichah, F. M., & Aini, A. N. (2022). MATH ANXIETY SISWA : LEVEL DAN ASPEK KECEMASAN. 1(2), 125–134.
Stella, M. (2021). Network psychometrics and cognitive network science open new ways for detecting , understanding and tackling the complexity of math anxiety : A review arXiv : 2108 . 13800v1 [ cs . SI ] 31 Aug 2021. 1–23.
Sutrisno, A. H., Murtafiah, W., Handika, J., & Maruti, E. S. (2025). Math Anxiety in Elementary School Students : A Phenomenological Study of Learning Experiences in The Classroom. 13(2), 441–452.
Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies : systematic analysis of qualitative health research over a 15-year period. 7, 1–18.
Wibowo, A. M., Isnazuharoh, M. N., & Nurul, A. (2025). Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII Pada Materi SPLDV Ditinjau Dari Metakognisi Siswa. De Fermat: Jurnal Pendidikan Matematika, 8(1).
Yembise, Y. S. (2011). Linguistic and Cultural Variations As Barriers To the Tefl Settings in Papua. Teflin, 22(2), 216.
Zakiah, N. E., Sunaryo, Y., & Amam, A. (2019). Implementasi Pendekatan Kontekstual Pada Model Pembelajaran Berbasis Masalah Berdasarkan Langkah-Langkah Polya. Teorema: Teori Dan Riset Matematika, 4(2), 111. https://doi.org/10.25157/teorema.v4i2.2706
Boaler, J., Dieckmann, J. A., LaMar, T., Leshin, M., Selbach-Allen, M., & Pérez-Núñez, G. (2021). The Transformative Impact of a Mathematical Mindset Experience Taught at Scale. Frontiers in Education, 6(December), 1–13. https://doi.org/10.3389/feduc.2021.784393
Carey, E., Hill, F., Devine, A., & Szücs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 6(JAN), 1–6. https://doi.org/10.3389/fpsyg.2015.01987
Connie Barroso, Colleen M. Ganley, McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A Meta-Analysis of the Relation Between Math Anxiety and Math Achievement. HHS Public Access, 176(12), 139–148. https://doi.org/doi:10.1037/bul0000307.
Fiharsono, A., Carey, M., Hyde, M., Beazley, H., & Yektiningtyas-Modouw, W. (2024). Culturally based learning needs of Korowai students in a lowland-remote area of Indonesian Papua: school physical environment and building design. Australian Educational Researcher, 51(2), 611–629. https://doi.org/10.1007/s13384-023-00615-x
Finell, J., Sammallahti, E., Korhonen, J., Eklöf, H., & Jonsson, B. (2022). Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis. Frontiers in Psychology, 12(January), 1–14. https://doi.org/10.3389/fpsyg.2021.798090
Hajar, S. (2025). Interpretasi Fenomenologis tentang Pengalaman Siswa dalam Penanggulangan Math Anxiety. Jurnal Ilmiah IPA Dan Matematika (JIIM), 3(2), 47–51.
Hennink, M., & Kaiser, B. N. (2022). Social Science & Medicine Sample sizes for saturation in qualitative research : A systematic review of empirical tests. Social Science & Medicine, 292, 114523. https://doi.org/10.1016/j.socscimed.2021.114523
Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability. Assessment, 10(2), 178–182. https://doi.org/10.1177/1073191103010002008
Ismail, R., Retnawati, H., Sugiman, Arovah, N. I., & Imawan, O. R. (2024). Contexts proposed by teachers in Papua for developing mathematics hots assessment instruments: A phenomenological study. Journal of Education and E-Learning Research, 11(3), 548–556. https://doi.org/10.20448/jeelr.v11i3.5922
Juniardi, M. A., Rahmi, D., Yuniati, S., & Kurniati, A. (2024). TINGKATAN MATH ANXIETY SISWA SMP BERDASARKAN GENDER. SIGMA : JURNAL PENDIDIKAN MATEMATIKA, 16, 11–20.
Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students ? BMC Psychology, 1–9. https://doi.org/10.1186/s40359-021-00537-2
Kurniawati, A. D., Saputra, M. R., & Fiangga, S. (2025). A quantitative investigation of mathematical identity and its components in prospective mathematics teachers. 8(2), 262–287.
Lamote, H., HIKMAH, M. Al, & Dedyerianto. (2025). Analisis Kesulitan Belajar Matematika Siswa Pada Materi Aljabar Ditinjau yang baik dalam pembelajaran matematika . Tingkat kecemasan ini bersifat dinamis dan individual ,. Jurnal Inovasi Pendidikan Matematika, 6(1), 12–29.
Latifah, A. G., Quini, I. F., & Aripin, U. (2024). Kemampuan Berpikir Komputasi Ditinjau dari Kecemasan Belajar Matematika Pembelajaran matematika adalah proses interaksi dari elemen belajar yang bertujuan untuk meningkatkan kemampuan berpikir siswa untuk memecahkan masalah . Pembelajaran matematika dapat. 09(September), 351–360.
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421
Mash, R., Ajudua, F., Malope, S., & Kaura, D. (2025). Phenomenology for primary care researchers. African Journal of Primary Health Care and Family Medicine, 17(2), 1–6. https://doi.org/10.4102/phcfm.v17i2.4946
Mumu, J., & Aninam, P. A. (2018). Analisis konteks asal budaya Papua dalam pendidikan matematika realistik [Analysis of the context of Papuan cultural origins in realistic mathematics education]. Journal of Honai Math, 1(1), 24–33.
Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
Nolasco, D. (2025). UNEARTHING MATHEMATICS ANXIETY : A QUALITATIVE. 15(2), 223–239.
Nuraeni, R., Munandar, D. R., & Info, A. (2023). Jurnal Didactical Mathematics. 5, 361–368.
Ramirez, G., Shaw, S. T., Maloney, E. A., Ramirez, G., Shaw, S. T., Maloney, E. A., Anxiety, M., Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math Anxiety : Past Research , Promising Interventions , and a New Interpretation Framework Math Anxiety : Past Research , Promising Interventions , and a New Interpretation Framework. 1520. https://doi.org/10.1080/00461520.2018.1447384
Rodriguez, A., & Smith, J. (2018). Phenomenology as a healthcare research method. Evidence-Based Nursing, 21(4), 118. https://doi.org/10.1136/eb-2018-102990
Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and practical implications. For the Learning of Mathematics, 37(3), 20–25.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. 22, 63–75.
Sholichah, F. M., & Aini, A. N. (2022). MATH ANXIETY SISWA : LEVEL DAN ASPEK KECEMASAN. 1(2), 125–134.
Stella, M. (2021). Network psychometrics and cognitive network science open new ways for detecting , understanding and tackling the complexity of math anxiety : A review arXiv : 2108 . 13800v1 [ cs . SI ] 31 Aug 2021. 1–23.
Sutrisno, A. H., Murtafiah, W., Handika, J., & Maruti, E. S. (2025). Math Anxiety in Elementary School Students : A Phenomenological Study of Learning Experiences in The Classroom. 13(2), 441–452.
Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies : systematic analysis of qualitative health research over a 15-year period. 7, 1–18.
Wibowo, A. M., Isnazuharoh, M. N., & Nurul, A. (2025). Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII Pada Materi SPLDV Ditinjau Dari Metakognisi Siswa. De Fermat: Jurnal Pendidikan Matematika, 8(1).
Yembise, Y. S. (2011). Linguistic and Cultural Variations As Barriers To the Tefl Settings in Papua. Teflin, 22(2), 216.
Zakiah, N. E., Sunaryo, Y., & Amam, A. (2019). Implementasi Pendekatan Kontekstual Pada Model Pembelajaran Berbasis Masalah Berdasarkan Langkah-Langkah Polya. Teorema: Teori Dan Riset Matematika, 4(2), 111. https://doi.org/10.25157/teorema.v4i2.2706.
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