STAI HUBBULWATHANSTAI HUBBULWATHAN

Al-Ishlah: Jurnal PendidikanAl-Ishlah: Jurnal Pendidikan

This study investigates the learning barriers experienced by eleventh-grade high school students in solving mathematics problems related to numeracy literacy, with particular attention to their levels of mathematics anxiety. Numeracy literacy is essential for students to apply mathematical concepts in real-life contexts; however, many struggle due to cognitive and emotional challenges. Using a qualitative research design, data were collected through classroom observations, semi-structured interviews, and analysis of student work. Participants were selected purposively from a public high school, ensuring variation in performance and reported anxiety levels. The findings reveal that students commonly face difficulties in understanding foundational mathematical concepts, such as fractions, algebraic operations, and data interpretation from tables or graphs. Many also demonstrate limited ability to connect mathematical problems with real-world applications, such as calculating percentages in discounts or interpreting statistical information. Moreover, students struggle to identify relevant information and apply appropriate problem-solving strategies. These barriers are strongly linked to mathematics anxiety, which is evident through behaviors such as hesitation, avoidance, and reduced confidence during numeracy tasks. High-anxiety students often experience deeper conceptual misunderstandings and exhibit less persistence in solving problems. The results suggest that effective instructional approaches should not only address conceptual gaps but also incorporate emotional support to reduce anxiety and improve engagement. Future research is recommended to develop and test targeted interventions aimed at overcoming both cognitive and affective barriers in mathematics learning.

The study concludes that students encounter learning obstacles in numeracy-based mathematics problems, stemming from difficulties in understanding concepts, applying them to real-life situations, and utilizing effective problem-solving strategies.These obstacles are significantly linked to mathematics anxiety, manifesting as hesitation, avoidance, and reduced confidence.Therefore, educational approaches should address both conceptual gaps and emotional support to reduce anxiety and enhance engagement, ultimately requiring interventions that target both cognitive and affective barriers in mathematics learning.

Further research should explore the specific cognitive mechanisms underlying the relationship between mathematics anxiety and learning obstacles, potentially utilizing neuroimaging techniques to identify brain regions involved in anxiety-related performance deficits. Additionally, studies could investigate the effectiveness of personalized interventions tailored to different anxiety levels and learning styles, incorporating strategies such as mindfulness training, cognitive restructuring, and adaptive learning technologies. Finally, future research should examine the role of teacher training in equipping educators with the skills and knowledge to identify and address mathematics anxiety in the classroom, fostering a more supportive and inclusive learning environment that promotes both conceptual understanding and emotional well-being. These investigations will contribute to a more comprehensive understanding of how to mitigate the negative impact of anxiety on mathematics learning and improve student outcomes.

  1. APA PsycNet. psycnet loading doi.org/10.1037/bul0000307APA PsycNet psycnet loading doi 10 1037 bul0000307
  2. Challenges in Numeracy: The Role of Mathematics Anxiety in Shaping Eleventh-Grade Students’ Problem-Solving... journal.staihubbulwathan.id/index.php/alishlah/article/view/5550Challenges in Numeracy The Role of Mathematics Anxiety in Shaping Eleventh Grade StudentsAo Problem Solving journal staihubbulwathan index php alishlah article view 5550
  3. Infinity Journal. problem solving context thinking infinity journal plugins themes bootstrap3 accessible... doi.org/10.22460/infinity.v8i2.p109-116Infinity Journal problem solving context thinking infinity journal plugins themes bootstrap3 accessible doi 10 22460 infinity v8i2 p109 116
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