Representasi Matematika di Media Sosial sebagai Prediktor Persepsi Publik terhadap Matematika: Analisis Regresi Logistik Ordinal

Zakiyatur Rosidah; Sri Harini

doi:10.37905/euler.v14i2.38214

Representasi Matematika di Media Sosial sebagai Prediktor Persepsi Publik terhadap Matematika: Analisis Regresi Logistik Ordinal

Zakiyatur Rosidah, Sri Harini

Abstract

Public perception of mathematics is often characterized by negative views, despite its fundamental role in everyday life and human development. This study aims to examine the effects of mathematics anxiety, teacher instructional quality, mathematics learning experience, and the representation of mathematics on social media on public perceptions of mathematics. A quantitative approach with an explanatory survey design was employed. Data were collected through an online questionnaire using a five-point Likert scale from 100 respondents from the general public who had previously participated in formal mathematics education. Ordinal logistic regression was used for data analysis. The results indicate that the regression model is statistically adequate and demonstrates good model fit. Mathematics anxiety, teacher instructional quality, and mathematics learning experience do not have a significant effect on public perceptions of mathematics. In contrast, the representation of mathematics on social media has a positive and significant influence on public perception. These findings suggest that contemporary experiences through social media play a more prominent role in shaping public perceptions of mathematics than past formal learning experiences. This study contributes theoretically to the literature on mathematics perception in public contexts and provides practical implications for developing effective strategies to promote positive representations of mathematics in digital spaces.

Keywords

Mathematics Anxiety; Mathematics Representation; Ordinal Logistic Regression; Public Perception; Social Media

Full Text:

PDF

References

OECD, PISA 2022 Assessment and Analytical Framework, ser. PISA. OECD Publishing, 2023, doi:10.1787/dfe0bf9c-en.

M. H. Ashcraft and J. A. Krause, “Working memory, math performance, and math anxiety,” Psychonomic Bulletin & Review, vol. 14, no. 2, pp. 243–248, 2007, doi:10.3758/BF03194059.

E. Carey, A. Devine, F. Hill, A. Dowker, R. McLellan, and D. Szucs, “Understanding mathematics anxiety: Investigating the experiences of UK primary and secondary school students,” Centre for Neuroscience in Education, University of Cambridge, Report, 2019, doi:10.17863/CAM.37744.

J. Zhang, N. Zhao, and Q. P. Kong, “The relationship between math anxiety and math performance: A meta-analytic investigation,” Frontiers in Psychology, vol. 10, 2019, doi:10.3389/fpsyg.2019.01613.

K. S. Mix, S. C. Levine, Y. Cheng, J. D. Stockton, and C. Bower, “Effects of spatial training on mathematics in first and sixth grade children,” Journal of Educational Psychology, vol. 113, no. 2, pp. 304–314, 2021, doi:10.1037/edu0000494.

C. M. Samosir and D. Dasari, “The effect of math anxiety on mathematical problem-solving ability,” Tunas: Jurnal Pendidikan Guru Sekolah Dasar, vol. 8, no. 1, pp. 99–105, Dec. 2022, doi:10.33084/tunas.v8i1.4305.

M. A. Nur, N. A. Adelya, and F. Elviani, “Literature review: Pengaruh kecemasan matematika (math anxiety) terhadap kemampuan literasi numerasi siswa sekolah dasar,” Jurnal Inovasi Edukasi, vol. 7, no. 2, pp. 62–72, Oct. 2024, doi:10.35141/JIE.V7I2.1140.

OECD, Teachers for the 21st Century: Using Evaluation to Improve Teaching. OECD Publishing, 2013, doi:10.1787/9789264193864-en.

J. Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge, Nov. 2008, doi:10.4324/9780203887332.

K. Quane, “The confluence of attitudes towards mathematics and pedagogical practice: Evaluating the use of mathematical manipulatives,” Mathematics Education Research Journal, vol. 37, no. 2, pp. 369–398, 2024, doi:10.1007/s13394-024-00494-0.

B. K. Tesfaw, M. A. Ayele, and T. E. Wondimuneh, “Context-based problem-posing and solving instructional approach and students’ engagement in learning data handling,” Cogent Education, vol. 11, no. 1, p. 2389486, 2024, doi:10.1080/2331186X.2024.2389486.

I. Alemany-Arrebola, M. d. M. Ortiz-Gómez, E. J. Lizarte-Simón, and Á. C. Mingorance-Estrada, “The attitudes towards mathematics: Analysis in a multicultural context,” Humanities and Social Sciences Communications, vol. 12, no. 1, p. 254, Feb. 2025, doi:10.1057/s41599-025-04548-x.

A. Q. Tanjung, S. Arifin, and S. Faizah, “Mathematics anxiety in primary education: A systematic review of foundations, causes, and interventions,” Jurnal Gantang, vol. 9, no. 2, pp. 117–134, Dec. 2024, doi:10.31629/jg.v9i2.6919.

J. Surya, Y. S. Kusuma, and J. Sabandar, “Mathematical literacy and its influencing factors: A decade of research findings (2015–2024),” Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, p. em2575, 2025, doi:10.29333/ejmste/16615.

R. Dolan, J. Conduit, J. Fahy, and S. Goodman, “Social media engagement behaviour: A uses and gratifications perspective,” Journal of Strategic Marketing, vol. 24, no. 3–4, pp. 261–277, 2016, doi:10.1080/0965254X.2015.1095222.

Y. Tang and K. F. Hew, “Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: A quasi-experimental study,” International Journal of Educational Technology in Higher Education, vol. 19, no. 1, p. 3, Jan. 2022, doi:10.1186/s41239-021-00306-6.

P. Peduzzi, J. Concato, E. Kemper, T. R. Holford, and A. R. Feinstein, “A simulation study of the number of events per variable in logistic regression analysis,” Journal of Clinical Epidemiology, vol. 49, no. 12, pp. 1373–1379, 1996, doi:10.1016/S0895-4356(96)00236-3.

J. Cooke and C. Hurst, “Mathematics competency and situational mathematics anxiety: What are the links and how do these links affect teacher education programs?” in Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012). Sydney, New South Wales, Australia: Australian Association for Research in Education, Dec. 2012, ERIC Number: ED544511.

L. Darling-Hammond, M. E. Hyler, and M. Gardner, “Effective teacher professional development,” Learning Policy Institute, Palo Alto, CA, Tech. Rep., Jun. 2017, doi:10.54300/122.311.

J. A. Fredricks, M. Filsecker, and M. A. Lawson, “Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues,” Learning and Instruction, vol. 43, pp. 1–4, 2016, Special Issue: Student Engagement and Learning: Theoretical and Methodological Advances.

G. D. Kuh, “The national survey of student engagement: Conceptual and empirical foundations,” New Directions for Institutional Research, vol. 2009, no. 141, pp. 5–20, Mar. 2009, doi:10.1002/ir.283.

V. Trowler, “Student engagement literature review,” The Higher Education Academy, York/Lancaster, Tech. Rep., Nov. 2010.

A. P. Aguilera-Hermida, “College students’ use and acceptance of emergency online learning due to COVID-19,” International Journal of Educational Research Open, vol. 1, p. 100011, Sep. 2020, doi:10.1016/j.ijedro.2020.100011.

D. A. Belsley, E. Kuh, and R. E. Welsch, Regression Diagnostics: Identifying Influential Data and Sources of Collinearity, ser. Wiley Series in Probability and Statistics. New Jersey: John Wiley & Sons, 1980.

S. M. St Omer and S. Chen, “Examining the dynamics of mathematics anxiety, perceived cost, and achievement: A control-value theory approach,” Contemporary Educational Psychology, vol. 73, p. 102169, 2023, doi:10.1016/j.cedpsych.2023.102169.

A. Sagarduy, N. Arrieta, and A. Antón, “A bibliometric study on mathematics anxiety in primary education,” Education Sciences, vol. 14, no. 7, 2024, doi:10.3390/educsci14070678.

J. Jamieson, K. Jamieson, and E. Wood, “Mathematics anxiety: A study of provincial assessment data in Ontario,” Journal of Psychoeducational Assessment, vol. 27, no. 1, pp. 48–59, Feb. 2009, doi:10.1177/0734282908330580.

W. R. Walker, J. J. Skowronski, and C. P. Thompson, “Life is pleasant—and memory helps to keep it that way!” Review of General Psychology, vol. 7, no. 2, pp. 203–210, Jun. 2003, doi:10.1037/1089-2680.7.2.203.

E. A. Gunderson, D. Park, E. A. Maloney, S. L. Beilock, and S. C. Levine, “Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school,” Journal of Cognition and Development, vol. 19, no. 1, pp. 21–46, 2018, doi:10.1080/15248372.2017.1421538.

I. Schmitt-Cerna, M. Ramírez-Olascuaga, W. Arhuis-Inca, M. Ipanaqué-Zapata, S. R. Arhuis-Inca, and J. Bazalar-Palacios, “Attitudes toward mathematics and virtual teaching of students in the context of COVID-19: Validation and reliability of instruments,” Frontiers in Education, vol. 9, 2024, doi:10.3389/feduc.2024.1466021.

C. Wang, Q. Xu, and W.-Q. Fei, “The effect of student-perceived teacher support on math anxiety: Chain mediation of teacher–student relationship and math self-efficacy,” Frontiers in Psychology, vol. 15, 2024, doi:10.3389/fpsyg.2024.1333012.

J. Boaler and C. S. Dweck, Mathematical Mindsets: Unleashing Students’ Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching. San Francisco: Jossey-Bass, An Imprint of Wiley, 2016.

E. L. Astianti and Nalim, “Pengaruh konten edukasi matematika pada media sosial TikTok terhadap pemahaman konsep matematis siswa,” in Prosiding Santika 5: Seminar Nasional Tadris Matematika. Pekalongan: UIN K.H. Abdurrahman Wahid, 2025.

A. D. Prasetyo and D. Firmansyah, “Hubungan media sosial TikTok terhadap kemampuan komunikasi matematis siswa,” Lattice Journal: Journal of Mathematics Education and Applied, vol. 3, no. 2, pp. 170–182, Dec. 2023, doi:10.30983/lattice.v3i2.7596.

R. A. Septiani and A. P. Abadi, “Studi literatur: Pengaruh penggunaan media sosial terhadap minat belajar matematika,” Didactical Mathematics, vol. 4, no. 2, pp. 355–361, Sep. 2022, doi:10.31949/dm.v4i2.2156.

M. E. McCombs and D. L. Shaw, “The agenda-setting function of mass media,” Public Opinion Quarterly, vol. 36, no. 2, pp. 176–187, 1972, doi:10.1086/267990.

A. Bandura, “Social cognitive theory of mass communication,” Media Psychology, vol. 3, no. 3, pp. 265–299, 2001, doi:10.1207/S1532785XMEP0303_03.

C. Greenhow and C. Lewin, “Social media and education: Reconceptualizing the boundaries of formal and informal learning,” in The Routledge Companion to Media and Education, K. Kumpulainen, K. Mãgi, and O. Erstad, Eds. London: Routledge, 2019, pp. 9–17, doi:10.4324/9781315121697-2.

DOI: https://doi.org/10.37905/euler.v14i2.38214