Journal of ISSN 2523-2665 (Print)

ISSN 2523-2223 (Online)

Advances in Education and Philosophy
A Publication by “Scholars Middle East Publishers”, Dubai, United Arab Emirates

Effect of Anxiety and Disposition on Student Mathematics Learning Achievement

in Indonesia
Machrani Adi Putri Siregar*, Hizmi Wardani, Alkausar Saragih
Department of Mathematical Education, Muslim Nusantara Al Washliyah University, Indonesia

Abstract: This research took the title of effect of anxiety and disposition on student
*Corresponding author mathematics learning achievement in medan state 28 junior high school, Indonesia. In
Machrani Adi Putri this study, anxiety and disposition as independent variables and mathematics learning
Siregar achievement as a dependent variable. Anxiety when learning mathematics owned by
students tend to be influenced by the image of mathematics lessons that are already
Article History famous scary. This is because students recognize mathematics subjects are difficult
Received: 16.12.2018 subjects and complicated, so it triggers the fear of students to learn math and resulted in
Accepted: 25.12.2018 anxiety when faced with mathematics subjects. Contrary to that, mathematical
Published: 30.12.2018 disposition is a change in the tendency of students to see and behave towards
mathematics, and to act when learning mathematics. For example, when students can
solve non-routine problems, their attitudes and beliefs as a student become more
positive. The more mathematical concepts are understood, the more sure the students that
mathematics can be mastered. Mathematical disposition can also be interpreted as a
desire, awareness and a strong dedication to students to learn math and carry out various
mathematical activities. Based on the theory, that there are many factors that affect
student's mathematics learning achievement. In this study, researchers took the two
factors above, namely anxiety and mathematical disposition. This research takes place in
medan state 28 junior high school which is located at North Sumatera. The research
method used in this study is a quantitative method with a sample of all students class
VIII which each class average amounted to 35 people. The data taken are questionnaires,
using Pearson Correlation analysis, Spearman Correlation and Kendal's tau. Data
analysis was performed using SPSS 21 for Windows software tool. From the results of
this study, it can be concluded that: (1) there is no influence of anxiety on student
learning achievement. Or in other words, student learning achievement is not at all
affected by the student's anxiety in facing examinations, especially in mathematics; (2)
there is an effect of disposition on student learning achievement. Or in other words,
student learning achievement is influenced by the disposition attitudes that students have
in mathematics learning; (3) simultaneously, anxiety and disposition are proven to have a
contribution to influence student achievement, although individually, anxiety does not
affect student learning achievement.
Keywords: Anxiety, Disposition, Achievement of Mathematics Learning.

INTRODUCTION the ability to work together, so have the ability to

Mathematics learning is one part of the whole answer the challenges of the globalization era and the
process of education in schools. When examined rapid development of Science and Technology (IPTEK)
closely, it is very clear that the mathematics courses in today and the future.
each curriculum are always taught in every educational
unit and at every grade level with much less hours of In the process of learning mathematics
instruction than other subjects. It shows that educational subjects, there are many factors that affect student's
experts and curriculum designers are aware that mathematics learning achievement; two of them are
mathematics courses can meet expectations in the student’s anxiety and disposition of mathematics. One
provision of reliable human resources potentials, ie form of a student's feelings when facing exams,
human beings who have logical, critical, systematic, especially math exams, is the occurrence of unpleasant
rational and meticulous reasoning abilities; have the feelings or fear and tension. Some students sometimes
ability to be honest, objective, creative and open; have encounter the test as a problem in their life either
the ability to act effectively and efficiently; and have because later he will be embarrassed for not getting
Copyright @ 2017: This is an open-access article distributed under the terms of the Creative Commons Attribution license which permits unrestricted
use, distribution and reproduction in any medium for non commercial use (NonCommercial, or CC-BY-NC) provided the original author and source are
credited.
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good grades or because they feel not confident with the various mixed emotional processes, which occur when
preparation it has. Feelings of fear or tension in the face the individual is experiencing the pressure of feeling or
of a problem are often called anxiety. frustration and inner conflict or conflict.
Nawangsari [2] expresses anxiety as an
This anxiety is usually caused by the presence unpleasant condition including fear, tension, worry,
of some students who cannot absorb the material confusion, dislike of being subjective and arising from
learned quickly or even very difficult to be together in insecurity against the perceived danger. Relation to
understanding the material being studied. This has an learning especially math lessons, many psychologists
impact on the occurrence of anxiety in students who learn to teach the term math anxiety mathematics
tend to have a negative impact on which anxiety (anxiety mathematic). These experts also provide
experienced by students will increasingly instill doubt different definitions related to mathematical anxiety.
on students because they feel left behind and hard to Among them are:
understand next, thus affecting student learning
achievement mathematics.  Harding [3], for example, defines math anxiety as a
learned emotional response which usually comes
In addition to anxiety, mathematical from negative experiences in working with
disposition is also one of the factors that affect student's teachers, tutors, classmates, parents or siblings.
mathematics learning achievement. Mathematical  Terrell [4] focuses on the physical manifestation of
disposition is the linkage and appreciation of the math anxiousness in defining math anxiousness,
matematics, a tendency to think and act in a positive fear, nausea, frustration, and uncertainty are
way. The student's disposition of mathematics is brought about by a request to perform mathematics
manifested through attitudes and actions in choosing an operations or use mathematics to problem solve.
approach to accomplish the task. The mathematical  Tobian S [5] defines mathematical anxiety as a
disposition of students is said to be good if the student tense and anxious feeling that interferes with the
likes problems that are a challenge and involve him process of numerical manipulation and the process
directly in finding / resolving the problem. In addition, of solving mathematical problems in ordinary and
students feel themselves experiencing the learning academic life and can eliminate a person's
process while completing the challenge. In the process confidence.
students feel the emergence of confidence, hope and
awareness to see again the results of his thinking. From the above definition, it can be said that
mathematical anxiety is a form of a person's feelings
Mathematical disposition is one factor that is either in the form of feelings of fear, tension or anxiety
considered in determining the success of student in the face of mathematical problems or in
learning. Students need dispositions that will make implementing mathematics learning with various forms
them persistent in facing more challenging issues, to be of symptoms. People who have mathematical anxiety
responsible for their own learning and to develop good tend to regard mathematics as unpleasant. The feeling
habits in mathematics. Unfortunately, teachers often arises because some good factors taste From personal
tend to reduce the burden of learning mathematics with experience related to the teacher or mockery of friends
the intent to help students, but it is something that is for not being able to solve mathematical problems.
important for students.
According to Freud [6] there are three kinds of
LITERATURE REVIEW anxiety
One form of a student's feelings when facing  Realistic anxiety is the fear of danger from the
exams, especially math exams is the occurrence of external world, and the level of anxiety
unpleasant feelings or feels scared and tense. Some corresponds to the threat. In everyday life this type
students have an exam as a problem in their life either of anxiety is referred to as fear. This is exactly
because later on they will be ashamed of not getting what Freud speaks in German, but his interpreter is
good grades or because they feel not confident with the considered "fear" (fear) seems too general. The
preparations they have. example is very clear, if someone throws a
venomous snake in the fore person, then the person
Feelings of fear or tension in the face of a will definitely experience this anxiety.
problem are often called anxiety. There are several  Moral anxiety, this anxiety will be felt when the
definitions of anxiety according to some experts such as threat comes not from the outside world or from the
Crow and Crow [1] suggests that anxiety is something physical world, but from the social world of super
unpleasant conditions experienced by individuals who ego that has been internalized into a person. This
can affect his physical condition. According Rathus [2] moral anxiety is another word of shame, guilt or
anxiety is defined as a psychological state characterized fear of getting sanctioned. The anxiety of this form
by the presence of pressure, fear, turmoil and threat is a fear of one's own conscience.
coming from the environment. Meanwhile, according to
Zakiyah Degrees [1] anxiety is a manifestation of
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 Neurotic anxiety, this kind of fear of fear arises consequences. So what can be observed is the
from the stimulation of ideas, if one has ever felt condition of stimulus and anxiety behavior that
'lost an idea, is nervous, unable to control oneself, precedes and concerns the physiological
behavior, mind and even mind, then that person is consequences of anxious state. This is supported by
experiencing neurotic anxiety. Neurotic is another the theory of crow and crow [10] that anxiety
word of nervous feeling. This last type of anxiety is experienced by individuals can affect the physical
the one that interests Freud most, and is usually individual concerned. This anxiety is not always
called anxiety only. based on reality, but can also be only an
individual's imagination.
Lahey & Ciminero [7], mentions the types of anxiety
based on its nature are Darajat [11] mentions that there are various or
 Anxiety is afersif. Anxiety is an unpleasant forms of anxiety, among others:
experience so someone who experiences it with  Anxiety arising from seeing and knowing the
high intensity usually try hard to reduce or avoid danger that threatens him.
anxiety by avoiding the various stimuli that can  Anxiety in the form of disease and seen in some
produce anxiety. form.
 Anxiety is annoying. Anxiety can be an experience  The anxiety of feeling guilty or guilty for doing
that interferes with cognitive and motor skills. things contrary to the conviction of conscience. In
 Psychophysiological anxiety. Anxiety is related to the implementation of learning, especially learning
experience of psychological and biological aspects, mathematics, some students cannot absorb mater i
meaning that during anxiety periods there is a learned quickly or even very difficult to be together
change in behavior patterns or psychological in understanding the material being studied. It
changes and physiological symptoms. affects the occurrence of anxiety in students who
tend to have a negative impact on which anxiety
According to Kartono [8] there are various kinds of experienced by students will increasingly instill
anxiety, among others doubt on students because they feel left behind and
 Super ego anxiety. This anxiety is special about hard to understand next.
each person, in the sense of his own body and his
own psychic condition, for example worrying that The symptoms of anxious reactions that arise
later he fails, sick, dies, laughs, accused, punished, according to Spielberger [12] can be divided into state
lost face, loss of goods or loved ones. anxiety and trait anxiety. State anxiety is an anxiety
 Neurotic Anxiety. An anxiety closely related to the symptom that arises when an individual is exposed to a
negative escape mechanisms caused by guilt or sin, particular situation and the phenomenon will appear as
and serious and chronic emotional conflicts are long as the condition exists, whereas trait anxiety is
continuous, and frustrations-fustration and inner anxiety seen as a settled state in the individual that
tensions. means the individual is inclined to be anxious in the
 Psychotic Anxiety. Anxiety because it felt face of various situations.
threatened his life and chaotic if coupled with great
confusion, caused by the dispersonalisasi and Research conducted by Godbey [13] with the
disorganisasi psychic. title mathematic anxiety and the underprepared student
mentions that there are some symptoms of math
According to Richard & lazarus [9] anxiety has 2 anxiety. These symptoms include nausea, body feeling
meanings: hot, excessive tension, inability to listen to the teacher,
 Anxiety as a response. This anxiety is an individual easily disturbed by voices, inability to concentrate,
reaction to events or events that happen to him. it negative self-talk, stomach pain, sudden thoughts of
can be seen from what it does, what it says, and the empty and sweaty.
physical changes that occur. Almost all individuals
feel anxiety as an unpleasant feeling characterized Furthermore, Elliot [14] states there are 3
by anxiety, anxiety, and fear and so on. Anxiety is types of people who feel anxious about math, namely:
seen as a response to certain conditions. Because it  People who memorized mathematics but they did
is a subjective state it cannot be observed directly. not apply the concept obtained (the mathematics
This can only be known by drawing a conclusion memorizer)
through the causes and consequences.  People who avoid mathematics (the mathematic
 Anxiety as an intermediate variable. The reactions avoider)
and circumstances caused by some stimulius can  People who feel incompetent in the field of
have a certain effect and are felt by the further mathematics studies (the self-professed
dindividu, or a condition that affects the stimulus mathematics incompetent).
and response sequences. This anxiety cannot be
known directly, from precedence and its

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Machrani Adi Putri Siregar et al., J. adv. educ. philos., Vol-2, Iss-6 (Nov-Dec, 2018): 568-577
Several studies have been done by experts to From the above description of opinion, some
address anxiety especially mathematical anxiety. Some of these things may be able to minimize mathematical
experts use brain imaging technology for the first time anxiety:
against people who experience anxiety in working on  Give rational explanations to their students why
math problems, scientists have gained new knowledge they should learn math;
how some students are able to overcome their fears and  Instill self-confidence in students that they can
succeed in mathematics. learn math, teachers can provide easy-to-do
exercises so they can work on them;
Researchers from the University of Chicago  Eliminate negative prejudices against mathematics,
found a strong link between success in doing by providing simple, complex examples to the
mathematical problems with activity in the brain area complexity of mathematical purposes;
network in the frontal and parietal lobes that are  Math learning with various methods that can
involved in controlling attention and regulating negative accommodate various models of student learning;
emotional reactions. This response arises when people  Not prioritize rote learning in mathematics;
find it difficult to solve math problems.  At the time of mathematics learning, make the
mathematics class a fun and comfortable class;
According to Sian Beilock, professor of  When meeting with students everywhere, do not
psychology at the University of Chicago, teachers and
hesitate to insert a conversation that is about
students can use this information to improve
learning mathematics to them;
performance in mathematics. Beilock and Ian Lyons,
 Embedding a sense of responsibility to students to
PhD students reported their findings in the article,
decide their success.
Mathematical Anxiety: Separating Mathematics from
Anxiety, published in the journal Cerebral Cortex.
NCTM [15] states mathematical disposition is
the relationship and appreciation of mathematics is a
The study found that for students with high
tendency to think and act in a positive way. The
levels of anxiety in mathematics who can do
student's disposition of mathematics is manifested
mathematical tasks well, their brain activity working
through attitudes and actions in choosing an approach to
during the anticipatory phase begins a cascade of brain
accomplish the task. It’s done with confidence,
activity while completing math tasks. This brain activity
curiosity to find an alternative, diligent, and challenged
does not involve areas normally associated in numerical
and tendencies of reflecting the way he thinks.
calculations. Instead, this activity is more related to
Reflection is a way of thinking about what's just being
motivation.
learned or thinking back about what has been done in
the past. Reflection is a response to newly received
The study also highlights how people who are
events, activities, or knowledge [16]. Student reflection
nervous about math problems can be casual in everyday
will be seen when students discuss, direct statements
situations, such as balancing a checkbook. Taking a
about the subject matter obtained today, notes, and
breather before doing something can help a person
work results.
become more focused on doing math, and more on what
it really needs to do. "When you let your brain do its
In line with the above, Wardani [17] defines
work, usually he will do it.If doing math makes you
mathematical disposition is the interest and appreciation
anxious, then your first task is to calm down," Lyons
of math is the tendency to think and act with positive,
said. (Laksmi I.R./KlikHeadline)
including confidence, curiosity, perseverance,
enthusiasm in learning, persistent problems, flexible,
According to Professor Freedman there are 10
willing to share with others, reflective in mathematical
ways to overcome mathematical anxiety (Ten Ways to
activities (doing math). Meanwhile, according to
Reduce Math Anxiety)
Mulyana [18] the disposition of mathematics is a
 Overcome negative self-talk.
change in the tendency of students in view and behaves
 Ask questions. towards mathematics, and act when learning
 Consider math a foreign language - it must be mathematics. For example, when students can solve
practiced. non-routine problems, their attitudes and beliefs as a
 Do not rely on memorization to study mathematics. student become more positive. The more mathematical
 READ your math text. concepts are understood, the more convinced that
 Study math according to YOUR LEARNING mathematics can be mastered. According to Sumarmo
STYLE. [19], mathematical disposition is a strong desire,
 Get help the same day you do not understand. awareness, and dedication to students to learn math and
 Be relaxed and comfortable while studying math. carry out various mathematical activities.
 "TALK" mathematics.
 Develop responsibility for your own successes and According to Maxwell [20], disposition
failures. (Freedman, 2012) consists of (1) inclination (tendency), namely how

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Machrani Adi Putri Siregar et al., J. adv. educ. philos., Vol-2, Iss-6 (Nov-Dec, 2018): 568-577
students' attitudes toward tasks; (2) sensitivity Meanwhile, according to Wardani [17], the
(sensitivity), namely how the readiness of students in aspects measured in mathematical dispositions are (1)
dealing with tasks; and (3) ability, ie how students focus confidence with self-confident indicators of ability /
to complete the task completely; and (4) enjoyment confidence; (2) curiosity consists of four indicators:
(pleasure), which is how the student's behavior in often ask questions, conduct investigations, enthusiasm
completing the task. / enthusiasm in learning, reading many / looking for
other sources; (3) perseverance with persistent / diligent
The mathematical disposition of students is indicator / attention / seriousness; (4) flexibility,
said to be good if the student likes problems that are a consisting of three indicators: cooperation / knowledge
challenge and involve him directly in finding / resolving sharing, respect for different opinions, seeking other
the problem. In addition, students feel themselves solutions / strategies; (5) reflective, consisting of two
experiencing the learning process while completing the indicators of acting and relating to mathematics, liking /
challenge. In the process students feel the emergence of feeling good about mathematics.
confidence, hope and awareness to see again the results
of his thinking. Polking [21] states that mathematical Based on the mathematical disposition
dispositions include: (1) confidence in using indicators outlined above, mathematical disposition
mathematics to solve problems, to communicate ideas, indicators can be summarized as (1) confidence in
and to give reasons; (2) flexibility in investigating solving mathematical problems, communicating ideas,
mathematical ideas and trying to find alternative and giving reasons; (2) flexible in exploring
methods of solving problems; (3) persevering to do mathematical ideas and trying various methods to solve
math tasks; (4) have interest, curiosity, and maturity in problems; (3) determined to complete mathematical
doing mathematical work; (5) the tendency to monitor tasks; (4) interest and curiosity to discover something
and reflect on their own performances and reasoning; new in mathematics; (5) the tendency to monitor and
(6) assessing mathematical applications to other reflect on thinking and performance processes; (6)
situations arising in math and daily experience; (7) applying mathematics in other fields and and in
appreciation of the role of mathematics in culture and everyday life; and (7) an appreciation of the role of
values, both mathematics as a tool, as well as mathematics in culture and values, both mathematics as
mathematics as a language. a tool, as well as mathematics as a language.

To measure student's mathematical disposition To express the student's mathematical

some indicators are needed. Some of the indicators disposition, it can be done by making the scale of
expressed by NCTM [22] are: disposition and observation. The disposition scale
 Confidence in solving math problems, contains the statements of each disposition component.
communicating ideas, and giving reasons. For example "for a deeper understanding, I try to solve
 Flexibility in exploring mathematical ideas and math problems in other ways". Through observation,
trying different alternative methods to solve the disposition of students can be known whether or not
problems. there are changes at the time students obtain or perform
 Determined to complete math tasks. tasks. For example, when the learning process is
 Interest, curiosity, and ability to find in underway can be seen whether students in solving
mathematics. difficult mathematical problems students continue to try
 The tendency to monitor and reflect on the thinking to get the right answer.
process and self-performance.
 Assess mathematical applications in other fields There is a strong relationship between
and in everyday life. mathematical disposition and learning. Mathematics
learning in addition to improving the ability of
 The appreciation of the role of mathematics in
mathematical thinking or cognitive aspects of students,
culture and its value, both mathematics as a tool as
must also consider the affective aspects of students,
well as mathematics as a language.
namely mathematical disposition. Mathematics learning
in the classroom should be specially designed so that in
Meanwhile, according to Syaban [21] states, to
addition to improving student learning achievement can
measure the mathematical disposition students used
indicators are as follows: also improve mathematical disposition. Furthermore,
NCTM [23] states that student's attitudes in dealing
 Showing passion / enthusiasm in learning
with mathematics and their beliefs can affect their
mathematics.
achievement in mathematics.
 Demonstrate serious concerns in learning math.
 Show persistence in facing problems. Mathematical disposition is one of the factors
 Demonstrate confidence in learning and problem that determine the success of student learning. Students
solving. need dispositions that will make them persistent with
 Demonstrate high curiosity. more challenging issues, to be responsible for their own
 Demonstrate the ability to share with others. learning, and to develop good habits in mathematics.
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Unfortunately, teachers tend to reduce the burden of in mathematics there is not only one way of completion
learning math with the intent to help students when it is and one right answer. This suggests that being happy
something that is important for students. with math is not enough?

Mathematics learning basically adheres: the Learning achievement means a lot of how far
principle of learning along the paragraph, the principle the results have been achieved students in the mastery
of active learning students, and the principle of of tasks or subject matter received within a certain time.
"learning how to learn". The principle of active learning Learning achievement is generally expressed in
is active, referring to the notion of learning as numbers or letters so that it can be compared with one
something done by the student, and not something done criterion [24].
to the student. The statement embraces the
constructivist view that students as individuals actively Achievement learn a person's ability in high
build knowledge and not just recipients of ready-made achievement of thinking. Learning achievement should
information. In view of constructivism learning is a have three aspects, namely cognitive, affective and
process, situation, and effort designed by the teacher in psychomotor. Learning achievement is the best
such a way that makes students learn according to the achieved outcome of a child in either a working
principles of learning how to learn. In other words, in education or a scientific field. Students' learning
teacher learning acts as a facilitator, motivator, and achievement is the result achieved by the students
manager of learning for his students. Teacher's job is to gained from the learning process. Learning achievement
select new information / tasks / problems related to the is the result of maximum achievement according to the
student's initial knowledge, and create a learning ability of the child at a certain time to something that is
environment (the role of facilitator) in order to interact done, studied, understood and applied.
between the new information with the initial knowledge
(unbalanced condition). Then the teacher helps students All education actors (students, parents and
through accommodation and association a new teachers) will want to achieve a high learning
equilibrium (role as motivator) so that new knowledge achievement, because high learning achievement is one
is formed on the students. The teacher's activity of indicator of the success of the learning process. But in
selecting new information, creating the environment, reality not all students get high learning achievement
and motivating the students as a whole describes the and there are students who get low learning
role of teachers as the learning manager of UNESCO achievement. The high and low learning achievement
detailing the learning how to learn principles on the obtained by the students is influenced by many factors.
four pillars of education as follows.
 Learning to understand (Learning to know) Learn Learning achievement is defined as the level of
to understand the knowledge of mathematics student interconnection in the learning process as a
(concepts, principles, ideas, theorems, and result of the evaluation conducted by the teacher.
relationships among them). According to Sutratinah Tirtonegoro [25], suggests that:
 Learning to do or implement (Learning to do) Learning achievement is an assessment of learning
Learning to carry out the process of mathematics activity results expressed in the form of symbols of
(in accordance with basic math skills of the school numbers, letters and sentences that can reflect the
level concerned) results achieved by each student within a certain period.
 Learning to be yourself (Learning to be) Learning
to be himself, learn to understand and appreciate According to Siti Partini [26], "Learning
the product and process mathematics by showing achievement is the result achieved by someone in
the attitude of hard work, tenacious, disciplined, learning activities ". In line with the opinions achieved
honest, have achievement motives and by someone in the learning activities ". In line with that
mathematical disposition opinion Sunarya [27] states "Learning achievement is a
 Learning to live in togetherness (Learning to live behavioral change that includes the cognitive, affective,
together). Learn to understand others, work and psychomotor aspects that are measures of student
together, appreciate and understand different success". Haditomo et al. [7], said, "The learning
opinions, and contribute to each other's opinions. achievement is the ability of Dewa Ketut Sukardi [28],
stating" To measure learning achievement using
From some definitions of mathematical achievement test as a tool to reveal actual ability as
disposition is a strong desire, awareness, and dedication learning result or learning ". According to Sumadi
in students to learn math and carry out various activities Suryabrata [29], "Value is the last formulation that can
of mathematics. Having a mathematical disposition is be given by the teacher about progress or student
not enough to be shown simply by liking learning math. achievement during a certain period". With the value of
For example, a student enjoys learning mathematics and report cards, we can know student achievement.
he has the belief that in solving mathematical problems Students who have good grades are said to have high
there is always one way and the right answers. Though achievement, while those with poor grades are said to
have low learning achievement.
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Based on the above description it can be Factors from outside
concluded that the learning achievement is a measure of This external factor is a factor that comes
the success of student learning activities in mastering a from outside the student (student) which includes:
number of subjects during the period of students in  Natural environment and social environment
mastering a number of subjects during a certain period  Instrumentation in the form of curriculum, teachers
expressed in the learning achievement. or teachers, facilities and facilities and
administration.
Learning achievement is a measure of success
obtained by students during the learning process. Factor from within
Success is determined by various interrelated factors. This inner factor is a factor that originated in
According to Dimyati it is determined by various the student itself (student) itself which includes:
interrelated factors.  Physiology in the form of physical condition and
condition of the senses,
According to Dimyati Mahmud [30], said that  Psychology in the form of talent, interest,
the factors that affect student achievement include: intelligence, motivation and cognitive ability.
"internal factors and external factors", as follows:
 Internal factor is a factor that comes from within From some of the opinions of the experts
the self itself, which consists of N. Ach (Need for mentioned above it can be concluded that the
Achievement) is the need or encouragement or achievement of student learning generally influenced by
motive for achievement. two f actors are the first factor that comes from within
 External factors are factors that come from outside the student itself and the second factor comes from
the learner. This can be a means of infrastructure, outside the student self that is doing the learning
environmental situation be it family environment, process.
school and community environment. In
Rooijakkers's opinion translated by Soenoro [31], According Slameto [33] the factors that affect
says that "Factors that affect learning achievement learning achievements of many types, but can be
are factors derived from the learner, factors derived classified into two, namely:
from the teacher". The two factors can be explained  Internal Factors
as follows:
 Factors derived from the student (student) That is the factors that exist in the individual
who is learning, internal factors consist of:
This factor includes motivation, attention to  Physical factors (health and disability)
the ongoing subject, and the level of acceptance and  Psychological factors (intelligence, attention,
remembrance of the material, the ability to apply what interest, talent, motive, maturity and readiness)
is learned, the ability to reproduce and the ability to  Factors fatigue.
generalize.
 Factors derived from the teacher (Teachers) External factors
This factor includes the ability to build That is the factor from outside the individual.
relationships with the student, the ability to move the External factors consist of:
interest of the lesson, the ability to explain, the ability  Family factors (how to educate parents,
to mention the subject matter taught, the ability to relationships between family members, home
direct attention to the ongoing lesson, the ability to atmosphere, family economic conditions,
provide responses to reactions. From Rooijakkers understanding of parents, and cultural background)
opinion about the factors that affect student  School factors (teacher teaching method,
achievement can be given the conclusion that student curriculum, teacher relation with student, student
achievement is influenced by two factors that are relation with student, school discipline, learning
factors derived from the student self and factors tool, school time, learning standard above measure,
derived from the teacher (teacher). state of the building , learning methods and home
tasks)
Meanwhile, according to Ngalim Purwanto
 Community factors (student activities in society,
[32], suggests that "Factors that affect learning
mass media, social friends, and life forms of
achievement is external factors and factors from
society)
within." From this expert opinion can be explained that
the understanding of external factors and factors from
According to Muhibbin Syah [34] that
within that affect learning achievement that is as
students' learning achievement is influenced by at least
follows: three factors namely:
 Internal factor

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Machrani Adi Putri Siregar et al., J. adv. educ. philos., Vol-2, Iss-6 (Nov-Dec, 2018): 568-577
That is the factors that exist in the individual Thus to determine the effect of anxiety and
who is learning, internal factors consist of: disposition on student achievement in SMP Negeri 28
 Physical factors that include health and disability. Medan then used a Likert-scale questionnaire. Internet
 Psychological factors that include the level of use questionnaire consists of 30 items of statement and
intelligence, attention, interest, talent, motive, a conformity questionnaire consisting of 20 items of
maturity and readiness. statement. In this study, the two questionnaires were
 Factors fatigue, made into one, so this study only has one questionnaire
with 50 items statement.
External Factor
That is the factor from outside the individual. Based on the design of the research design, the
External factors consist of: data analysis used in this research is Pearson
 Family factors that are the way parents educate the Correlation and Spearman Correlation and Kendall's
relationship between family members, s home tau. Data analysis was done by using SPSS 21 for
environment, family economy, parents' windows.
understanding, and cultural background.
 Factors of the school environment are teacher RESEARCH RESULTS
teaching method, curriculum, and teacher relation Based on the results of simple regression
with student, student relation, school discipline, analysis, it can be seen that the significant value
learning tool, school time, learning standard above between the variables of anxiety about mathematics
size, state of the building, learning methods and learning achievement is 0.429, which is greater than the
home tasks. significance level, which is 0.05, so it can be concluded
 Community factors are student activities in the to accept H0, which means there is no influence on
community, mass media, social friends, and life anxiety student mathematics learning achievements. Or
forms of society. in other words, students' mathematics learning
achievements are not influenced by the anxiety
Factors approach to learning (approach to learning) experienced by these students both during the exam and
Namely the type of student learning efforts when the mathematics learning takes place.
that include strategies and methods used by students to
conduct learning activities lesson material. Based on the results of simple regression
analysis, it can be seen that the significant value
From the description above, it can be between the disposition variables on the mathematics
concluded that mathematics learning achievement is the learning achievement variable is equal to 0,000, which
result that has been achieved by students in mastering is smaller than the significance level, which is 0.05, so
assignments or mathematics learning material received it can be concluded to accept Ha, which means there is
within a certain period of time. So that in this study, the an influence of disposition on learning achievement
data on students' mathematics learning achievements student mathematics. Or in other words, students'
were obtained from the value of the latest report cards mathematics learning achievements are influenced by
from students who were used as research samples. the disposition attitudes found in these students.

Method and Research Design Based on the results of multiple linear

This research method is quantitative. The regression analysis, it can be seen that there is a
research subject in this research is this population is significance value between the variables of anxiety and
population is whole unit or individual in scope to be disposition towards student learning achievement of
studied; population is limited as population or number 0,000 which is smaller than the significance level,
of individual which have at least one common trait [35]. which is 0.05, so that conclusions can be taken to accept
Therefore the population is taken learners of all classes Ha, which means there is significant influence variable
VIII SMP Negeri 28 Medan. The sample of this anxiety and disposition towards students' mathematics
research using Purposive Sampling is sampling learning achievement simultaneously. Meanwhile, the
technique which is used based on certain characteristics determination coefficient obtained was 0.071 in the R
or considerations [36]. Square column. This value shows the magnitude of the
influence of anxiety and disposition simultaneously on
With so many variables in this study there are students' mathematics learning achievement of 7.1%. Or
3 variables, independent variable (free) is anxiety and in other words, students' mathematics learning
disposition and dependent variable (bound) is student's achievements are influenced simultaneously by 7.1% by
mathematics learning achievement. From the above the anxiety experienced by these students when they
explanation research design used is correlation design learn and the disposition attitudes that students have.
(associative).

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Machrani Adi Putri Siregar et al., J. adv. educ. philos., Vol-2, Iss-6 (Nov-Dec, 2018): 568-577
CONCLUSIONS 12. Kranenburg, A. R., Willems‐Widyastuti, A., Mooi,
Based on the description of the results of the W. J., Saxena, P. R., Sterk, P. J., de Boer, W. I., &
research in the previous chapter, conclusions can be Sharma, H. S. (2005). Chronic obstructive
drawn from this study: pulmonary disease is associated with enhanced
 There is no influence of anxiety on student learning bronchial expression of FGF‐1, FGF‐2, and FGFR‐
achievement. Or in other words, student learning 1. The Journal of Pathology: A Journal of the
achievement is not at all affected by the student's Pathological Society of Great Britain and
anxiety in facing exams, especially in mathematics. Ireland, 206(1), 28-38.
 There is a disposition effect on student learning 13. Spivak, G. C. (2008). Other Asias. Wiley-
achievement. Or in other words, student learning Blackwell.
achievement is influenced by the disposition 14. Kidd, D. (2003). The independent media center: A
attitude that students have in mathematics learning. new model. Media Development, 50(4), 7-10.
 Simultaneously, anxiety and disposition are proven 15. Smith III, J. P. (1996). Efficacy and teaching
to have a contribution to influence student learning mathematics by telling: A challenge for
achievement, although individually, anxiety does reform. Journal for Research in Mathematics
not affect student achievement. Education, 387-402.
16. Supriyanto, Information and Communication
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