The effect of mathematics anxiety towards students’ metacognition ability in 12^th graders

Mathematics, which is often associated with words such as difficult, complicated, and scary, can grow anxiety when dealing with mathematics. The study of anxiety has been and will continue to be one of the important factors to be studied. This study was to determine the relationship and influence between mathematics anxiety and metacognition ability. The study’s main purpose is to find out the effect of mathematics anxiety on students’ metacognition ability. The secondary purpose is to find out the effect on each aspect of metacognition, namely metacognitive knowledge and metacognitive skills. The method of this research is quantitative by taking 1 class as a sample from 4 classes population, with the sampling method used being random sampling. The instruments used in this research were the mathematics anxiety scale and the metacognitive awareness inventory (MAI) questionnaire. The data was processed using a simple linear regression method using SPSS 22. The analysis results showed that the mathematics anxiety of 12th graders in SMAN 1 Atambua has a significant and negative effect on their metacognition ability. The influence of mathematics anxiety on students’ metacognition ability is 42.8%. In addition, the mathematics anxiety of 12^th graders in SMAN 1 Atambua also have a significant and negative effect on each aspect of students’ metacognitive knowledge and metacognitive skills. The influence of mathematics anxiety on each aspect, respectively is 43.3% and 28.4%.