Jurnal Penalaran dan Riset Matematika Vol.
4 No.
2, 2025, pp: 83-91 p-ISSN 2961-8134, e-ISSN 2962-4150 STUDENTSAo PERCEPTIONS OF MATHEMATICS AS A AuFRIGHTENINGAy SUBJECT Andi Mulawakkan Firdaus1.
Herwandi *2 1Universitas Muhammadiyah Makassar 2Institut Teknologi dan Kesehatan Permata Ilmu Maros * Korespondensi Penulis.
E-mail: herwandi@itkpi.
ARTICLE HISTORY:
Received: 14-07-2025 Revised: 02-08-2025 Accepted: 15-09-2025 Published: 30-04-2025 KEYWORDS:
Student Perception.
Mathematics Anxiety.
Learning Experience.
Teaching Approach.
Senior High School
ABSTRACT
This study aims to explore studentsAo perceptions of mathematics as a AufrighteningAy subject and to identify the factors influencing such The research was conducted in senior high schools across Maros Regency.
South Sulawesi, using a mixed-methods approach.
Data were collected through a Likert-scale questionnaire to quantitatively measure studentsAo perceptions, and semi-structured interviews with students and teachers to gather qualitative insights.
The findings reveal that the majority of students hold negative perceptions of mathematics, characterized by anxiety, stress, and a lack of selfconfidence in learning.
Contributing factors include monotonous teaching methods, pressure from teachers and the school environment, and unpleasant learning experiences.
Teachers also acknowledged challenges in changing studentsAo perceptions due to curriculum demands and limited instructional time.
This study recommends the implementation of more contextual, enjoyable, and student-centered teaching approaches to transform negative perceptions into positive These findings provide valuable input for policymakers, educators, and curriculum developers in designing mathematics instruction that is more student-friendly and focused on meaningful learning experiences.
Introduction Mathematics is one of the core subjects in the Indonesian education curriculum and is taught to students from primary to secondary levels.
However, a considerable number of students hold negative perceptions of mathematics.
The labeling of mathematics as a AufrighteningAy or AudifficultAy subject has become a widespread phenomenon in various regions, including Maros Regency.
South Sulawesi.
This phenomenon warrants serious attention in the field of education, particularly with regard to how such perceptions are formed, the factors influencing them, and their impact on studentsAo learning outcomes.
Previous studies have frequently associated mathematics with abstract symbols, rigid procedures, and a strong emphasis on obtaining correct answers (Firdaus & Herwandi, 2.
As a result, many students feel intimidated by the demand for accuracy, which leads them to develop anxiety or even phobia toward the subject.
This condition is further exacerbated by learning approaches that lack contextualization and interactivity, as well as stereotypes from teachers or the surrounding environment that reinforce negative images of mathematics.
In Maros Regency, senior high schools, as the upper secondary education level, play a strategic role in shaping studentsAo attitudes and interests toward mathematics, particularly as preparation for higher education.
However, based on preliminary observations and informal interviews with several teachers and students, a tendency toward negative attitudes toward mathematics was identified.
Many students expressed fear, stress, and even reluctance to attend mathematics classes.
Such conditions inevitably affect academic performance, selfconfidence, and future career choices.
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This study is therefore important to conduct in order to explore in depth studentsAo perceptions of mathematics in senior high schools throughout Maros Regency.
Using both qualitative and quantitative approaches, the study aims to identify general patterns of studentsAo perceptions, contributing factors, and potential solutions to overcome negative perceptions.
The findings are expected to provide valuable input for teachers, schools, and other stakeholders in designing mathematics learning strategies that are more humane, contextual, and enjoyable.
Negative perceptions of mathematics are not a new phenomenon.
however, if not addressed through appropriate approaches, they will continue to hinder the progress of mathematics education in Indonesia (Komariah et al.
, 2.
Consequently, a comprehensive mapping of factors such as teaching methods, teachersAo attitudes, learning materials, and studentsAo learning experiences both inside and outside the classroom is required (Rhadinda.
Moreover, studentsAo perceptions of mathematics are strongly influenced by local social and cultural contexts (Supriadi, 2.
In Maros Regency, which is characterized by cultural diversity and varied socioeconomic backgrounds, it is essential to understand how these local characteristics shape studentsAo perceptions of mathematics.
Are there specific cultural factors that strengthen or weaken studentsAo motivation to learn mathematics? Do parents, peers, or social expectations contribute to the formation of these perceptions? One of the main challenges is how to build a positive image of mathematics among students without neglecting the complexity of concepts and competencies that must be mastered (Supadmi, 2.
It is necessary to identify approaches that position students as active subjects of learning rather than passive recipients of information.
Technology-based learning innovations, realistic approaches, and the integration of real-life contexts may serve as promising alternative solutions (Udil et al.
, 2.
In addition, teachersAo competence and attitudes toward mathematics play a crucial role in shaping studentsAo perceptions (Wullan et al.
, 2.
Teachers with strong pedagogical competence and the ability to establish positive emotional relationships with students are more likely to foster learning motivation and interest in mathematics (Herwandi & Habiba, 2.
Therefore, this study also highlights the extent to which teachers and their teaching styles influence studentsAo perceptions.
Internal factors influencing studentsAo perceptions include self-efficacy, or studentsAo confidence in their ability to solve mathematical problems.
Students who have experienced negative outcomes, such as repeated failures in examinations or consistently low grades, tend to develop the belief that they are Aunot suitedAy or Aunot capableAy in mathematics.
This lack of confidence hinders active participation in learning and creates a cycle of failure that is difficult to break (Oktavia et al.
, 2.
Intrinsic motivation also plays an important role.
Students who learn mathematics out of personal interest and curiosity tend to have more positive perceptions than those who learn solely due to parental pressure or grade requirements (Sari et al.
, 2.
Therefore, exploratory approaches that foster curiosity are essential to shift the learning paradigm from merely Aupursuing gradesAy to Auseeking meaning.
Ay From the perspective of external factors, pressure from the social environment, such as peers, can influence studentsAo perceptions.
For instance, if a peer group commonly perceives mathematics as difficult and boring, this perception can spread and form a negative collective opinion (Yuliana et al.
, 2.
In addition, parents play a crucial role.
Parents who unconsciously convey negative views, such as stating.
AuI was also not good at mathematics,Ay may reinforce their childrenAos lack of self-confidence.
School culture, classroom atmosphere, and the manner in which teachers provide feedback are also important variables.
When teachers emphasize mistakes rather than studentsAo thinking processes, students become more afraid of making errors and less willing to try.
Furthermore, monotonous teaching styles, such as relying solely on lectures and repetitive exercises, make mathematics feel disconnected from studentsAo real lives (Zahra, https://journal.
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It is also important to highlight differences in perceptions between male and female students toward mathematics.
Several studies indicate that male students tend to be more confident in mathematics, whereas female students are more likely to experience anxiety and fear of making mistakes.
Such gender stereotypes need to be addressed through equitable and inclusive teaching approaches (Toyiba et al.
, 2.
As a solution-oriented effort, numerous innovative approaches have been developed to make mathematics learning more engaging and contextual (Sape, 2.
One example is the Realistic Mathematics Education (RME) approach, developed in the Netherlands and adopted in Indonesia, which encourages students to understand mathematics through reallife contexts.
This approach can be used to build connections between mathematics and studentsAo real-world experiences in Maros, such as local economic activities, culture, or natural The use of technology also represents a potential solution.
Game-based learning applications, interactive videos, and online learning platforms can bridge the gap between conventional teaching methods and the learning needs of todayAos digital generation (Sape et , 2.
Technology also enables teachers to personalize learning according to studentsAo individual learning speeds and styles (Sape, 2.
In the context of Maros Regency, synergy among schools, families, and local communities is essential to create an educational ecosystem that supports positive perceptions of mathematics.
Activities such as mathematics competitions based on local culture, the introduction of inspirational figures in mathematics, or educational visits to relevant institutions can help instill the importance of mathematics in real life.
Finally, changing studentsAo perceptions cannot be achieved in a short period of time.
requires sustained, reflective, and adaptive efforts involving all components of education (Tamba et al.
, 2.
Teachers need continuous professional development, students should be given space to express themselves and ask questions, and curricula must be continuously evaluated to remain relevant and meaningful (Prasetyo et al.
, 2.
By understanding and addressing the factors that cause mathematics to be perceived as Aufrightening,Ay it is hoped that a generation of learners will emerge who are not only capable of mastering mathematics but also appreciate and utilize it as a critical thinking tool to face lifeAos challenges.
Method This study employed a qualitative descriptive research design with a phenomenological approach.
The research aimed to explore and understand studentsAo perceptions of mathematics.
A collective case study design was adopted by involving twelve .
senior high schools as representatives of all senior high schools in Maros Regency.
This design was chosen to obtain a more comprehensive picture of the variation in studentsAo perceptions across different social, economic, and cultural backgrounds.
The research subjects were Grade X and Grade XI students from both public and private senior high schools located in Maros Regency.
South Sulawesi.
The selection of participants was conducted using purposive sampling, with consideration given to the diversity of studentsAo academic backgrounds .
igh-achieving and low-achieving in mathematic.
, gender, and levels of interest in mathematics.
A total of 50 student informants from 12 different schools participated in the study.
The primary research instrument was the researcher themself as a human instrument, supported by semi-structured interview guidelines for students and teachers, as well as a student perception questionnaire on mathematics.
In-depth, semi-structured interviews were conducted with both students and teachers to explore their experiences and perceptions related to mathematics learning.
The questionnaire was used to measure studentsAo perceptions using a five-point Likert scale, ranging from strongly agree to strongly disagree, in response to statements related to mathematics.
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Data were analyzed qualitatively through the following stages: data reduction, which involved filtering and selecting relevant data based on categories of perceptions, learning experiences, and studentsAo emotional responses.
data display, in which findings were organized into narratives, tables, and diagrams to facilitate interpretation.
and conclusion drawing and verification, which involved identifying patterns of perceptions and contributing factors, followed by triangulation with observational data and teacher interview results to enhance validity.
Questionnaire data were analyzed using descriptive quantitative techniques .
ercentages and mean score.
to support the qualitative findings.
Results and Discussion Results of the Student Perception Questionnaire on Mathematics The questionnaire was completed by 180 students from 12 senior high schools in Maros Regency.
The summary of studentsAo responses to several key statements in the questionnaire is presented in Table 1.
Table 1.
Summary of Student Perception Questionnaire Results Pernyataan Saya merasa takut saat pelajaran matematika dimulai.
Matematika adalah pelajaran yang sulit dipahami.
Guru matematika membuat saya lebih memahami materi.
Saya merasa stres ketika ada tugas atau ujian matematika.
Saya merasa percaya diri saat mengerjakan soal matematika.
(%)
(%)
(%)
(%)
STS
(%)
Skor Rata-rata 4,01 4,12 3,02 4,00 2,58 Based on Table 1, there is a significant tendency toward negative student perceptions of mathematics.
The five main indicators used to measure these perceptions represent studentsAo emotional, cognitive, and affective dimensions during their engagement with mathematics learning at school.
Fear of Mathematics as the Onset of Negative Perception In response to the first statement.
AuI feel afraid when the mathematics lesson begins,Ay 76% of students indicated agreement or strong agreement.
The mean score of 4.
01 suggests that fear is a common experience among students prior to the start of mathematics lessons.
This fear may stem from previous negative experiences, pressuring instructional methods, or excessively high performance expectations.
Persistent and recurring fear can negatively affect studentsAo mental readiness to absorb new material.
Mathematics Perceived as Difficult The second statement addressed studentsAo cognitive perceptions of mathematics as a difficult subject to understand.
The high mean score .
and the large proportion of students who agreed or strongly agreed .
%) indicate that most students perceive mathematics as an excessively demanding intellectual challenge.
This finding reflects a gap between instructional methods and studentsAo learning capacities.
In addition, insufficient mastery of basic concepts from earlier educational levels also contributes significantly to this perception.
Perceptions of the TeacherAos Role The third statement reflects studentsAo views of teachersAo effectiveness in delivering mathematics instruction.
Only 40% of students agreed or strongly agreed that mathematics teachers helped them understand the material, while 30% were neutral and another 30% The relatively low mean score of 3.
02 suggests that perceptions of teachers tend to be moderate or even unfavorable.
This may be related to overly conventional teaching styles, a lack of contextual approaches, or limited empathetic interaction between teachers and students.
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Academic Stress and Pressure The fourth statement indicates that 75% of students experience stress when dealing with mathematics assignments or examinations.
The mean score of 4.
00 demonstrates that academic pressure in mathematics learning is perceived as quite high.
Such stress may arise from various factors, including grade demands, limited time to complete tasks, and a tense classroom atmosphere.
These conditions can significantly reduce studentsAo performance due to sustained psychological pressure.
Low Self-Confidence The results for the fifth statement are particularly striking.
Only 25% of students agreed or strongly agreed that they felt confident when solving mathematics problems, while 50% reported a lack of confidence.
The mean score of 2.
58 indicates very low levels of student confidence in their mathematical abilities.
This finding serves as a strong indicator of weak numeracy literacy and limited metacognitive skills in developing problem-solving strategies.
Correlational Analysis among Indicators Overall, a linear relationship was identified among fear, perceived difficulty, stress, and low self-confidence.
When students begin lessons with fear, they tend to develop beliefs that mathematics is inherently difficult.
This perception leads to tension during problem-solving and examinations, which ultimately undermines their self-confidence.
This cycle forms a vicious circle that is difficult to break without systematic pedagogical intervention.
Influence of Local Social and Cultural Context In the context of Maros Regency, cultural values that emphasize politeness and respect for authority can sometimes hinder students from actively asking questions or expressing confusion in class.
Students often remain silent when they do not understand the material, and teachers may not always recognize these signs.
Furthermore, family economic and educational backgrounds also influence studentsAo perceptions.
Students from families with limited educational backgrounds or minimal study support at home are more vulnerable to academic anxiety.
Results of Student and Teacher Interviews Student Interviews Excerpt from Student 1:
AuWhen itAos time for math classA my heart starts racing.
Sometimes I pretend to go to the school clinic just to leave the classroom.
If I get asked and canAot answer.
IAom afraid of being laughed at.
Ay This excerpt indicates that the student experiences social anxiety and psychological pressure in mathematics learning, highlighting the importance of creating a safe and supportive learning environment.
Excerpt from Student 2:
AuI actually like mathematics, but sometimes the teacher explains too fast, so I canAot really Over time.
I lose my motivation.
Ay This response reveals a mismatch between instructional pace and studentsAo learning speed, leading to a decline in interest despite an initial positive attitude toward mathematics.
Excerpt from Student 3:
AuWhen I hear the bell for math class, my chest feels tight.
ItAos like taking a national exam every time!Ay This student describes an intense emotional reaction to mathematics, indicating symptoms of academic anxiety.
Physical sensations such as chest tightness suggest that fear of mathematics manifests not only psychologically but also physiologically.
Excerpt from Student 4:
AuI often donAot understand the teacherAos explanation, but IAom too embarrassed to ask.
IAom afraid my friends will laugh at me and think IAom stupid.
Ay Feelings of shame and fear of ridicule limit studentsAo participation in learning, underscoring the importance of a psychologically safe classroom climate.
The lack of courage to ask questions also affects conceptual understanding and reinforces the perception that mathematics is difficult.
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Excerpt from Student 5:
AuWhen I was in elementary school.
I liked mathematics, but as I moved up to higher grades, it got more complicated and I became less motivated.
Ay This shift from positive to negative perceptions as educational levels increase indicates that instructional approaches that fail to adapt to studentsAo developmental stages can reduce learning motivation.
The increasing complexity of material without adequate support contributed to declining interest.
Excerpt from Student 6:
AuI understand better when the teacher gives examples related to daily life, like buying and selling or cooking.
Ay This student appreciates contextual learning approaches, reinforcing the importance of ethnomathematics and problem-based learning in making mathematics more relevant and Excerpt from Student 7:
AuI once got a bad grade, and my parents scolded me.
After that.
I became even more afraid of Ay This excerpt highlights the significant influence of emotional support from the family.
Parental pressure or reprimands following poor mathematics performance can worsen studentsAo perceptions, emphasizing the need for positive and supportive parental involvement.
Excerpt from Student 8:
AuWhen the teacher is patient and smiles a lot.
I feel more motivated to join the lesson, even though itAos still difficult.
Ay StudentsAo positive responses to friendly and supportive teachers reinforce the importance of teachersAo affective qualities in creating a comfortable learning environment.
Even when the material is challenging, a pleasant teacher presence can enhance studentsAo learning motivation.
Teacher Interview Excerpts Excerpt from Teacher 1:
AuI am aware that many students are afraid of mathematics, so I started using storytelling and humor to help them feel more relaxed at the beginning.
Ay This excerpt indicates that the teacher attempts to create a non-threatening classroom It reflects pedagogical awareness of studentsAo emotional conditions and highlights the importance of a more humanistic approach to reducing learning anxiety.
Excerpt from Teacher 2:
AuSometimes I feel that students become afraid because they are too focused on exams and grades, rather than on the learning process itself.
Ay This statement suggests that learning approaches that are overly outcome-oriented .
rades and examination.
may contribute to studentsAo psychological pressure.
The teacher demonstrates an understanding that learning should emphasize the process, not merely the final results.
Excerpt from Teacher 3:
AuThere are still many passive students.
They remain silent even when they do not understand, which makes it difficult for me to assess their level of understanding.
Ay This excerpt highlights the challenge teachers face in fostering student engagement.
Such passivity is rooted in social anxiety and low self-confidence, requiring teachers to adopt more exploratory strategies to promote two-way interaction.
Excerpt from Teacher 4:
AuWe have actually participated in training programs, but implementation is difficult due to time constraints and a densely packed curriculum.
Ay https://journal.
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This response points to structural constraints within the education system that hinder pedagogical innovation.
The teacher reveals the reality that, although they are aware of more effective methods, administrative demands and curriculum overload often become barriers.
Excerpt from Teacher 5:
AuStudents who come from families with an educational background tend to be more confident when learning mathematics.
Ay This excerpt indicates that family environment influences studentsAo perceptions.
The teacher recognizes disparities in learning readiness based on studentsAo socioeconomic and educational family backgrounds.
Excerpt from Teacher 6:
AuI started using group discussion methods, and it turns out that some students became more active and less afraid of making mistakes.
Ay This statement shows that the implementation of collaborative learning methods in mathematics can increase student participation.
Working in groups provides students with a safer space to express ideas and reduces fear of making errors.
Synthesis of Interview Findings Based on the analysis of interview excerpts from students and teachers across various senior high schools in Maros Regency, it can be concluded that studentsAo perceptions of mathematics as a AufrighteningAy subject result from a combination of emotional, cognitive, social-environmental, and instructional factors.
Emotional Aspects Many students experience anxiety, fear, and even stress when facing mathematics These symptoms manifest both psychologically .
ack of motivation, low self-esteem, fear of asking question.
and physiologically .
ervousness, chest tightnes.
Emotional factors appear to be dominant in shaping negative perceptions.
Cognitive Aspects The increasing level of difficulty of mathematical content at each educational stage leads students to lose self-confidence.
Materials perceived as overly abstract and insufficiently contextual make it difficult for students to understand concepts, thereby reinforcing the image of mathematics as difficult and intimidating.
Affective and Relational Aspects The relationship between students and teachers plays a critical role.
Students tend to feel more comfortable learning mathematics when teachers are friendly, patient, and Conversely, rigid teacher attitudes, excessive focus on grades, or limited communication tend to intensify studentsAo fear.
Influence of Social and Family Environment Family support plays a vital role in shaping studentsAo perceptions.
Parental responses that emphasize punishment or pressure when children receive low grades can exacerbate learning-related trauma.
In contrast, supportive learning environments that do not stigmatize mistakes help students develop more positive perceptions.
Instructional Methods Conventional lecture-based methods with minimal interaction and contextualization contribute to student boredom and disengagement.
Teachers who implement active strategies such as group discussions, contextual storytelling, or humor are better able to create a relaxed atmosphere and reduce studentsAo fear of mathematics.
Conclusion The findings of this study indicate that the majority of senior high school students in Maros Regency hold negative perceptions of mathematics, characterized by fear, anxiety, and low self-confidence when engaging with the subject.
These perceptions are influenced by https://journal.
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multiple factors, including pressuring learning experiences, limited instructional variation, and learning orientations that focus excessively on final outcomes.
Interviews with students and teachers reinforce these findings, revealing a mismatch between the instructional approaches employed and studentsAo learning needs and styles.
Therefore, more humanistic, contextual, and adaptive instructional approaches are required so that mathematics is no longer perceived as a AufrighteningAy subject, but rather as a logical and enjoyable part of everyday life worth
References