Levels and Dimensions of Mathematics Anxiety among Students Enrolled in the Linear Algebra and Matrices Course

Abstract

This study aimed to describe the dimensions of mathematics anxiety based on gender during the learning of Linear Algebra and Matrices. Mathematics anxiety is a psychological factor that influences students' thinking ability, self-confidence, and academic performance when dealing with mathematical problems. This study employed a quantitative descriptive approach involving 40 fourth-semester students at Universitas Indraprasta PGRI during the 2025/2026 academic year. Data were collected using a questionnaire consisting of 23 Likert-scale items measuring three dimensions of mathematics anxiety: somatic, cognitive, and attitudinal. The data were analyzed using descriptive statistics and classified according to the dimensions and measurement criteria of mathematics anxiety. The findings indicated that students' mathematics anxiety percentages ranged from 54.66% to 63.58%, suggesting that their mathematics anxiety levels were within the moderate to high categories. In the somatic dimension, the mathematics anxiety percentage was 55.00% for female students and 54.66% for male students. In the cognitive dimension, both male and female students exhibited the highest anxiety levels compared with the other two dimensions, with percentages of 62.91% and 63.58%, respectively. In contrast, in the attitudinal dimension, male students demonstrated a slightly higher percentage (56.69%) than female students (55.50%). Overall, students' mathematics anxiety was predominantly influenced by the cognitive and attitudinal dimensions. Therefore, efforts to reduce mathematics anxiety should focus on instructional strategies that enhance students' self-confidence, provide opportunities for gradual learning, foster a supportive and low-pressure classroom environment, and offer constructive support and positive feedback to help students overcome anxiety when solving mathematical problems.