Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools
DOI:
https://doi.org/10.25217/igcj.v6i1.3245Keywords:
math attitude, math anxiety, scaffolding, working memoryAbstract
The goal of this research is to investigate models relating to psychological aspects of mathematics learning, such as math anxiety, scaffolding, math attitude, and working memory. This study included 548 junior high school students from public schools and Islamic boarding schools. The analytical method utilizes analysis of variance, bivariate product moment supported by SPSS, and Smart PLS 3 for path analysis. Model fit criteria (SMSR < .05; RMS Theta < .102; NFI > .9). The model fits based on the SRMR value .000 < .10 dan NFI 1 > .90. The findings show that students from public schools and Islamic boarding schools are different in terms of math anxiety, scaffolding and math attitude. Path analysis shows that math attitude mediates the interaction between math anxiety and scaffolding on working memory. Furthermore, scaffolding has a direct impact on working memory. The implications of the study's findings have been discussed in this article.
References
Akin, A., & Kurbanoglu, I. N. (2011). The relationships between math anxiety, math attitudes, and self-efficacy: A structural equation model. Studia Psychologica, 53(3), 263–274. https://psycnet.apa.org/record/2011-27554-004
Akinsola, M. K., & Olowojaiye, F. B. (2021). Teacher Instructional Methods and Student Attitudes towards Mathematics. International Electronic Journal of Mathematics Education, 3(1), 60–73. https://doi.org/10.29333/iejme/218
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224
Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248. https://doi.org/10.3758/BF03194059
Assa’idi, S. (2021). The growth of pesantren in Indonesia as the islamic venue and social class status of santri. Eurasian Journal of Educational Research, 2021(93), 425–440. https://doi.org/10.14689/EJER.2021.93.21
Baddeley, A. (2019). Working memory and conscious awareness. In Theories of Memory (pp. 11–28). https://doi.org/10.4324/9781315782119-2
Bannert, M., & Mengelkamp, C. (2013). Scaffolding Hypermedia Learning Through Metacognitive Prompts. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 171–186). Springer International Handbooks of Education. https://doi.org/10.1007/978-1-4419-5546-3_12
Belbase, S. (2010). Images , Anxieties and Attitudes toward Mathematics Images , Anxieties and Attitudes toward Mathematics. University of Wyoming, Laramie, Wyoming. Google Scholar
Bryant, B. R., Bryant, D. P., Porterfield, J., Dennis, M. S., Falcomata, T., Valentine, C., Brewer, C., & Bell, K. (2016). The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties. Journal of Learning Disabilities, 49(2), 176–188. https://doi.org/10.1177/0022219414538516
Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Roberts, G., Fall, A. M., Nozari, M., & Lee, J. (2021). Improving the Mathematics Performance of Second-Grade Students with Mathematics Difficulties through an Early Numeracy Intervention. Behavior Modification, 45(1), 99–121. https://doi.org/10.1177/0145445519873651
Cangur, S., & Ercan, I. (2015). Comparison of model fit indices used in structural equation modeling under multivariate normality. Journal of Modern Applied Statistical Methods, 14(1), 14. http://dx.doi.org/10.22237/jmasm/1430453580
Casty, M. M., Ciriaka, M. G., & Peter, R. (2021). Mathematics anxiety, attitude and performance among secondary school students in Kenya. Educational Research and Reviews, 16(6), 226–235. https://doi.org/10.5897/err2021.4119
Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Szűcs, D., & Mammarella, I. C. (2022). Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants. In Educational Psychology Review (Vol. 34, Issue 1). https://doi.org/10.1007/s10648-021-09618-5
Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., & Menon, V. (2018). Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms. Psychological Science, 29(3), 390–402. https://doi.org/10.1177/0956797617735528
Demedts, F., Reynvoet, B., Sasanguie, D., & Depaepe, F. (2022). Unraveling the role of math anxiety in students’ math performance. Frontiers in Psychology, 13(November), 1–9. https://doi.org/10.3389/fpsyg.2022.979113
Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100(3), 211–230. https://doi.org/10.1007/s10649-019-9880-5
Dowker, A., & Sheridan, H. (2022). Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory. Frontiers in Psychology, 13(March). https://doi.org/10.3389/fpsyg.2022.814992
Driessen, G., & Merry, M. S. (2006). Islamic schools in the Netherlands: Expansion or marginalization? Interchange, 37(3), 201–223. https://doi.org/10.1007/s10780-006-9001-0
Erikson, E. H. (1989). Identitas dan siklus hidup manusia. Gramedia. Google Scholar
Eshun, B. A. (2006). Sex-differences in attitude of students towards mathematics in secondary schools. Mathematics Connection, 4(1). https://doi.org/10.4314/mc.v4i1.21495
Frederick, M. L., Courtney, S., & Caniglia, J. (2014). With a Little Help from My Friends: Scaffolding Techniques in Problem Solving. Investigations in Mathematics Learning, 7(2), 21–32. https://doi.org/10.1080/24727466.2014.11790340
Furner, J. (2017). Teachers and Counselors: Building Math Confidence in Schools. European Journal of STEM Education, 2(2), 1–10. https://doi.org/10.20897/ejsteme.201703
Garkaz, M., Banimahd, B., & Esmaeili, H. (2011). Factors affecting accounting students’ performance: The case of students at the Islamic Azad university. Procedia - Social and Behavioral Sciences, 29, 122–128. https://doi.org/10.1016/j.sbspro.2011.11.216
Geary, D. C., Hoard, M. K., Nugent, L., Chu, F. W., Scofield, J. E., Hibbard, D. F., Geary, D. C., Currie, A., Dutzy, K., Evans, A., Farley, J., & Jordan, A. (2019). Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence. Journal of Educational Psychology, 1447–1461. https://psycnet.apa.org/doi/10.1037/edu0000355
Haciomeroglu, G. (2017). Reciprocal Relationships Between Mathematics Anxiety and Attitude Towards Mathematics in Elementary Students. Acta Didactica Napocensia, 10(3). Google Scholar
Hendrayana, A., Mutaqin, A., & Syamsuri, S. (2019). The Phenomenon of Boarding School and Its Mathematics Learning. Al-Jabar : Jurnal Pendidikan Matematika, 10(1), 159–175. https://doi.org/10.24042/ajpm.v10i1.4104
Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. European Journal of Psychology of Education, 34(3), 621–640. https://doi.org/10.1007/s10212-018-0403-z
Huda, S., Tsani, I., Syazali, M., Umam, R., & Jermsittiparsert, K. (2020). The management of educational system using three law Auguste Comte: A case of Islamic schools. Management Science Letters, 10(3), 617–624. https://doi.org/10.5267/j.msl.2019.9.018
Jung, E. S., & Reid, N. (2009). Working memory and attitudes. Research in Science and Technological Education, 27(2), 205–223. https://doi.org/10.1080/02635140902853665
Kane, J. M., & Mertz, J. E. (2012). Debunking Myths about Gender and Mathematics Performance. Notices of the American Mathematical Society, 59(01), 10. https://doi.org/10.1090/s1088-9477-2012-00790-4
Kane, M. J., Conway, A. R. A., & Engle, R. W. (1999). What do working-memory tests really measure? Behavioral and Brain Sciences, 22(1), 101–102. https://doi.org/10.1017/s0140525x99291789
Klados, M. A., Simos, P., Micheloyannis, S., Margulies, D., & Bamidis, P. D. (2015). ERP measures of math anxiety: How math anxiety affects working memory and mental calculation tasks? Frontiers in Behavioral Neuroscience, 9(OCTOBER), 1–9. https://doi.org/10.3389/fnbeh.2015.00282
Knowles, J. M. (2004). Brief relational mathematics counseling as an approach to mathematics academic support of college students taking introductory courses [Lesley University]. In Educational Studies Dissertations. Google Scholar
Korem, N., Cohen, L. D., & Rubinsten, O. (2022). The link between math anxiety and performance does not depend on working memory: A network analysis study. Consciousness and Cognition, 100(February), 103298. https://doi.org/10.1016/j.concog.2022.103298
Kusmaryono, I., Gufron, A. M., & Rusdiantoro, A. (2020). Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level. NUMERICAL: Jurnal Matematika Dan Pendidikan Matematika, 4, 13–22. https://doi.org/10.25217/numerical.v4i1.770
McDonnell, J. (2016). Scaffolding practices: A study of design practitioner engagement in design education. Design studies, 45, 9-29. https://doi.org/10.1016/j.destud.2015.12.006
Nazir, A. (2019). Effect of Working Memory on Students’ Attitude towards Mathematics at Secondary Level. Pakistan Journal of Education, 35(3), 97–118. https://doi.org/10.30971/pje.v35i3.776
Ngarifillaili, N., Kartowagiran, B., & Yvette, U. (2021). Evaluation of the implementation of educational assessment standards at Madrasah Tsanawiyah Modern Islamic Boarding School. Research and Evaluation in Education, 7(2), 106–117. https://doi.org/10.21831/reid.v7i2.43672
Nyroos, M., Korhonen, J., & Mononen, R. (2022). Editorial: Cognitive and affective factors in relations to learning. In Frontiers in Psychology (Vol. 13). https://doi.org/10.3389/fpsyg.2022.1037332
Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 21(5), 709–728. https://doi.org/10.1080/15248372.2020.1832098
Pelegrina, S., Justicia-Galiano, M. J., Martín-Puga, M. E., & Linares, R. (2020). Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory. Frontiers in Psychology, 11(April), 1–10. https://doi.org/10.3389/fpsyg.2020.00669
Pellizzoni, S., Cargnelutti, E., Cuder, A., & Passolunghi, M. C. (2022). The interplay between math anxiety and working memory on math performance: a longitudinal study. Annals of the New York Academy of Sciences, 1510(1), 132–144. https://doi.org/10.1111/nyas.14722
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math Anxiety, Working Memory, and Math Achievement in Early Elementary School. Journal of Cognition and Development, 14(2), 187–202. https://doi.org/10.1080/15248372.2012.664593
Rice, J. (2019). Mathematics anxiety: what is known and what is still to be understood. In British Journal of Educational Studies (Vol. 67, Issue 4). https://doi.org/10.1080/00071005.2019.1622307
Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M., & Guzmán, K. (2013). “Dialogic scaffolding”: Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social Interaction, 2(1), 11–21. https://doi.org/10.1016/j.lcsi.2012.12.003
Saleh, S., & Rahman, M. A. A. (2016). A study of students’ achievement in algebra: Considering the effect of gender and types of schools. European Journal of STEM Education, 1(1), 19–26. https://doi.org/10.20897/lectito.201603
Skwarchuk, S. L., Douglas, H., Cahoon, A., LeFevre, J. A., Xu, C., Roy, E., Simms, V., Wylie, J., Maloney, E. A., Osana, H. P., & Susperreguy, M. I. (2022). Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. Education Sciences, 12(8), 1–30. https://doi.org/10.3390/educsci12080513
Soleymani, B., & Rekabdar, G. (2010). The relationship between perfectionism dimensions and mathematics performance in Iranian students. Procedia - Social and Behavioral Sciences, 8(5), 453–457. https://doi.org/10.1016/j.sbspro.2010.12.062
Srimulyani, E. (2007). Muslim Women and Education in Indonesia: The pondok pesantren experience . Asia Pacific Journal of Education, 27(1), 85–99. https://doi.org/10.1080/02188790601145564
Suryadarma, D., Suryahadi, A., Sumarto, S., & Rogers, F. H. (2006). Improving student performance in public primary schools in developing countries: Evidence from Indonesia. Education Economics, 14(4), 401–429. https://doi.org/10.1080/09645290600854110
Taleb, Z., & Hassanzadeh, F. (2015). Toward Smart School: A Comparison between Smart School and Traditional School for Mathematics Learning. Procedia - Social and Behavioral Sciences, 171, 90–95. https://doi.org/10.1016/j.sbspro.2015.01.093
Tubagus, P., & Budiningsih, C. A. (2022). An Analysis of the Determining Factors of the Mathematical Problem-Solving Ability of the Students of Vocational High Schools in the Hinterland Area of Batam. Yogyakarta State University
Waheed, H., & Mohamed, L. (2011). Secondary Students’ Attitude towards Mathematics in a Selected School of Maldives. International Journal of Humanities and Social Science, 1(15), 277–281. Google Scholar
Wang, Z., Oh, W., Malanchini, M., & Borriello, G. A. (2020). The developmental trajectories of mathematics anxiety: Cognitive, personality, and environmental correlates. Contemporary Educational Psychology, 61(May), 101876. https://doi.org/10.1016/j.cedpsych.2020.101876
Yáñez-Marquina, L., & Villardón-Gallego, L. (2017). Math anxiety, a hierarchical construct: Development and validation of the scale for assessing math anxiety in secondary education. Ansiedad y Estres, 23(2–3), 59–65. https://doi.org/10.1016/j.anyes.2017.10.001
Yusuf, F. A. (2022). An Investigation on the Learning Barriers of Boarding School Students in terms of Different Dimensions of the Curriculum Implementation. Pegem Egitim ve Ogretim Dergisi, 13(1), 301–308. https://doi.org/10.47750/pegegog.13.01.33
Zakariya, Y. F. (2018). Development of Mathematics Anxiety Scale: Factor Analysis as a Determinant of Subcategories. Journal of Pedagogical Research, 2(2), 135–144. Google Scholar
Zan, R., & Di Martino, P. (2008). Attitude Toward Mathematics: Overcoming the Positive/Negative Dichotomy. The Montana Mathematics Enthusiast, Monograph, 157–168. Google Scholar
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Eka Fitria Ningsih, Catharina Asri Budiningsih, Sugiman, Tubagus Pamungkas

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.