Numeracy Anxiety and Mathematics Self-Efficacy in Mathematics Learning: Elementary Students' Perspectives

Abstract

Mathematics learning in elementary schools is not only influenced by cognitive abilities, but also by emotional experiences and students' beliefs in their abilities. This study aims to identify the profiles of numeracy anxiety and mathematics self-efficacy and analyze the relationship between these two variables in fifth-grade students of SDN 12 Enrekang. The study used a quantitative approach with a cross-sectional correlational design and involved 10 students through total sampling. Data were collected using a four-level Likert-type Numeracy Anxiety Scale and Mathematics Self-Efficacy Scale. Data were analyzed descriptively and using Spearman correlation. Based on the simulation data, the average numeracy anxiety score was 24.60, while the average mathematics self-efficacy score was 27.40. Most students were in the moderate category for both variables. The correlation analysis showed a strong and significant negative relationship between numeracy anxiety and mathematics self-efficacy (rs = -0.673; p = 0.033). These findings indicate that students with higher numeracy anxiety tend to have lower beliefs in mathematics abilities. The research results provide implications for teachers to build mathematics learning that supports a sense of security, experiences of success, and strengthening students' belief in their abilities.