Pengaruh kebimbangan, efikasi kendiri dan sikap terhadap kemahiran penyelesaian masalah matematik

Mathematical problem solving skills are an important element in the 21st Century. This skill involves high-level thinking skills and encourages critical and creative thinking among pupils. However, studies show that the mastery of these skills is deteriorating, especially in primary schools, thus raising concerns about the effectiveness of Mathematics education in Malaysia. This study aims to investigate the influence of Mathematics anxiety and self-efficacy on mathematical problem-solving skills and evaluate the role of attitudes toward Mathematics as a mediator. This survey-based study adopts a fully quantitative approach. The sample consists of 450 primary school pupils in Kedah, which selected using multistage sampling techniques which were cluster sampling and simple random sampling. Four measurement tools were employed that are the Math Anxiety Questionnaire for Children, Mathematical Problem-Solving Scale, Self-Efficacy Scale, and Attitudes Towards Problem Solving Skills and Mathematical Problem-Solving test. Data analysis was performed using IBM Statistics version 27 and SmartPLS 4 software. Findings reveal that Mathematics anxiety, self-efficacy, and attitudes collectively contribute 87.8% to mathematical problem-solving skills. Attitudes toward Mathematics serve as a significant mediator between Mathematics anxiety and self-efficacy in influencing problem-solving skills, with partial mediation identified in the structural model. The Importance-Performance Map Analysis (IPMA) further confirms that attitudes should be prioritized to enhance mathematical problem-solving skills. This study suggests a holistic approach involving relevant curricula, teacher training, and intervention programs to cultivate positive pupils attitudes from the primary school level. In conclusion, Mathematics anxiety, self-efficacy, and attitudes are critical factors influencing students' mastery of mathematical problem-solving skills, with positive attitudes serving as the main strand. Collaboration among stakeholders is necessary to improve pupils' confidence, attitudes, and interest in Mathematics, thereby strengthening the nation's education quality.