The Influence of Mathematical Disposition and Mathematics Anxiety on Bilingual Students's Mathematics Achievement
DOI:
https://doi.org/10.17509/j-mer.v7i1.918Keywords:
Mathematical Disposition, Mathematic Anxiety, Mathematics Learning OutcomesAbstract
Mathematical disposition is a student's positive attitude towards mathematics reflected through self-confidence, perseverance, and curiosity, while mathematical anxiety is an emotional condition in the form of fear and worry when dealing with mathematical activities. This study aims to determine the effect of mathematical disposition and mathematical anxiety on the mathematics learning outcomes of tenth-grade bilingual students at a high school in Bandung City. The study used a quantitative approach with a survey method and multiple linear regression analysis. The research sample consisted of 72 students selected using the Cluster Random Sampling technique. Data on mathematical disposition and mathematical anxiety were obtained through a Likert scale questionnaire, while learning outcomes were obtained from quizzes, mid-term exams, and final exams. The results showed that mathematical disposition and mathematical anxiety simultaneously had a significant effect on student learning outcomes. Partially, mathematical disposition had a positive and significant effect, while mathematical anxiety did not have a significant effect on learning outcomes. These findings indicate the importance of developing mathematical dispositions to support student learning success.
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