Profile and Relationship of Minimum Competency Assessment-Type Mathematical Literacy, Creative Thinking, and Mathematics Anxiety in Solving Algebra
Abstract
This study aims to describe the profile and relationships among Minimum Competency Assessment (AKM)-type mathematical literacy, creative thinking, and mathematics anxiety of junior high school students in solving algebra problems in Yogyakarta City. The study employed a survey method with a quantitative approach, involving 397 eighth grade students selected through proportional stratified random sampling. The study instruments included a mathematics anxiety questionnaire, creative thinking test, AKM-type mathematical literacy test, and a questionnaire on factors causing mathematics anxiety. The instrument’s validity was examined using content validity (through expert judgment) and construct validity with Confirmatory Factor Analysis (CFA), whereas its reliability was assessed using Cronbach’s alpha coefficient. The results showed that all instruments were valid and reliable. Data were analyzed using interval estimation and path analysis. The results showed that: (1) The mathematics anxiety of junior high school students in Yogyakarta City was in the moderate criteria; (2) The creative thinking ability of junior high school students in Yogyakarta City was in the very low criteria; (3) The mathematical literacy ability of junior high school students in solving AKM-type problems was in the criteria of requiring special intervention; (4) The factors that cause the highest level of mathematical anxiety in junior high school students in Yogyakarta City are environmental factors and intellectual factors; (5) There is a negative relationship and a direct influence between mathematical anxiety and creative thinking; (6) Creative thinking is positively associated with and directly influences mathematical literacy; and (7) Mathematical anxiety is negatively associated with and directly influences mathematical literacy, as well as an indirect effect mediated by creative thinking.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.7118
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