Emotional Experiences of Junior High School Students in Algebra: a Phenomenological Study of Mathematical Anxiety

Abstract

This study aims to explore the emotional experiences of junior high school students in learning mathematics in algebra using phenomenological studies. This qualitative study involved six eighth-grade students at SMP 11 Surabaya who were selected using purposive sampling based on their emotional comfort levels. Data collection techniques included a mathematics anxiety questionnaire, in-depth interviews, and documentation. The results showed that 42.85% of students had a high level of emotional comfort, while 57.14% were in the moderate to low category. Math anxiety mainly appeared in the aspects of mathematical symbols (score of 3.50), performing in front of the class (score of 3.20), and facing exams (score of 3.10). The analysis identified four main factors: intellectual (difficulty understanding abstract concepts and manipulating symbols), personality (perfectionism and low self-confidence), social (pressure from the environment), and pedagogical (inappropriate teaching methods). The study recommends the development of communicative learning strategies such as group discussions, educational games, and the creation of an emotionally safe learning environment to reduce students' math anxiety.