The Muffled Echoes of Reflection: Mapping the Fading Resonance of Mathematics Reflective Thinking Among Anxious Students
Abstract
Mathematical reflective thinking is a crucial cognitive activity that enables students to evaluate and reconstruct their problem-solving steps. However, this mental process is often hindered by psychological factors, particularly mathematics anxiety, which can trigger cognitive interference. This study aims to describe and map the dynamics of high school students' reflective thinking processes in Jakarta as they solve contextual trigonometric problems across the spectrum of mathematics anxiety (high, medium, and low). Using a descriptive qualitative approach, the research subjects consisted of six students selected through purposive sampling. Data were collected via a mathematics anxiety scale, a reflective thinking ability test, and in-depth interviews using the think-aloud technique. Data analysis followed a thematic approach based on Surbeck's reflective thinking phases: Reacting, Comparing, and Contemplating. The findings reveal a "fading resonance" pattern among high-anxiety students, where the voice of logic is muffled and the reflection process systematically halts at the early stages due to the depletion of working memory resources. Conversely, low-anxiety students demonstrate full and systematic reflective resonance at every stage. These results emphasize that students' psychological characteristics serve as a primary differentiating factor in the quality of mathematical reflection, necessitating instructional strategies capable of mitigating students' emotional barriers.
Keywords
Full Text:
PDFReferences
Acharya, A. K., Das, S., Bariha, K., & Behera, S. P. (2026). Mathematics Anxiety Among Secondary School Students in Puri District of Odisha: An Empirical Study. International Journal of Innovative Science and Research Technology, 3217. https://doi.org/10.38124/ijisrt/26jan1630
Brockbank, R. B., & Feldon, D. F. (2024). Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion. Education Sciences, 14(8). https://doi.org/10.3390/educsci14080870
Budhathoki, B. B., Acharya, B. R., Belbase, S., Kshetree, M. P., Khanal, B., & Panthi, R. K. (2022). High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour. International Journal of Learning, Teaching and Educational Research, 21(6), 247–269. https://doi.org/10.26803/ijlter.21.6.15
Cañeda, M. E., Mata, L. P., & Bedrijo, R. W. (2024). Investigating Students’ Lived Experiences in Mathematics Classroom Activities. International Journal of Research and Innovation in Social Science (IJRISS), 8(11). https://doi.org/10.47772/IJRISS
Cécillon, F. X., Mermillod, M., Leys, C., Bastin, H., Lachaux, J. P., & Shankland, R. (2024). The Reflective Mind of the Anxious in Action: Metacognitive Beliefs and Maladaptive Emotional Regulation Strategies Constrain Working Memory Efficiency. European Journal of Investigation in Health, Psychology and Education, 14(3), 505–530. https://doi.org/10.3390/ejihpe14030034
Charolina, S. (2025). Mathematical Problem-Solving Ability of Students in Terms of Adversity Quotient and Self-Efficacy. Jurnal Eduscience (JES), 12(3), 826.
Damastuti, A. S., Triyanto, T., & Nurhasanah, F. (2023). Reflective Thinking Students with Different Adversity Quotients in Solving Mathematics Problems. JTAM (Jurnal Teori Dan Aplikasi Matematika), 7(4), 1128. https://doi.org/10.31764/jtam.v7i4.16552
Fatimah, A. E., Siagian, M. D., & Rini Sulastri. (2025). Correlation of mathematical resilience, attitudes and learning habits, gender and their impact on student academic performance. Jurnal Elemen, 11(3), 614–629. https://doi.org/10.29408/jel.v11i3.30058
Ginting, S. S. B. (2024). The role of adversity quotient (AQ) for successful mathematics learning. JPP (Jurnal Pendidikan Dan Pembelajaran), 31(2), 91–104. https://doi.org/10.17977/um047v31i22024p91-104
Gómez, J. D. L., Álvarez Maestre, A. J., Parada Trujillo, A. E., Pérez Fuentes, C. A., Bedoya Ortiz, D. H., & Sanabria Alarcón, R. K. (2025). Determining Factors for the Development of Critical Thinking in Higher Education. In Journal of Intelligence (Vol. 13, Number 6). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/jintelligence13060059
Gradini, E., Firmansyah B, F. B., Noviani, J., & Ulya, K. (2025). Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 13(2), 135. https://doi.org/10.33394/j-ps.v13i2.15099
Hanson-DeFusco, J. (2023). What data counts in policymaking and programming evaluation – Relevant data sources for triangulation according to main epistemologies and philosophies within social science. Evaluation and Program Planning, 97. https://doi.org/10.1016/j.evalprogplan.2023.102238
Haqiqiyah, A., & Putri, R. K. (2025). Analysis of Mathematics Problem Solving Ability Viewed from Self-Regulated Learning. IJEMS Indonesian Journal of Education and Mathematical Science, 6(1), 13–17. https://doi.org/10.30596/ijems.v6i1.21723
Herlina, A., Syaifuddin, M., & Wurianto, A. B. (2025). Verbal Representation Abilities and Processes in HOTS Problem Solving Based on Adversity Quotient-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). In Jurnal Eduscience (JES) (Vol. 12, Number 6).
Isran, D., Susanta, A., Rahimah, D., & Syafri, F. S. (2025). Exploring Mathematical Proofs and Solutions in Higher Education: A Case Study on Real Analysis. Mathematics Education Journal, 19(1), 163–180. https://doi.org/10.22342/jpm.v19i1.pp163-180
Joy, I., Jayson, N., & Orongan, R. C. (2025). Problem Solving Abilities and Anxiety on Students’ Mathematical Resiliency. International Journal of Research and Innovation in Social Science (IJRISS), 9(3). https://doi.org/10.47772/IJRISS
Latibjonovich, S. E. (2022). Features Of Teaching Trigonometry In Specialized Schools. JournalNX- A Multidisciplinary Peer Reviewed Journal, 9(10).
Liu, J., Sun, Y., & Li, Y. (2026). The impact of the mathematical adversity quotient on preparatory students’ mathematics learning engagement: moderated mediation effect analysis. Frontiers in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1725090
Masito, D., Tuhu, S., Morin, S., & Saputri, V. (2024). The Relationship Between Indicators of Mathematical Problem-Solving Ability and Performance on The PISA Test: Systematic Literature Review. In Didaktika: Jurnal Kependidikan (Vol. 13, Number 4). https://jurnaldidaktika.org5149
Mugnianingsih, A. N., Awiria, & Rony, Z. T. (2022). Students’ Learning Difficulties in Problem Solving Ability in Face-to-Face Learning Limited Elementary School. Jurnal Pendidikan & Pengajaran Guru Sekolah Dasar, 5(2), 66–72. http://journal.unpak.ac.id/index.php/jppguseda,
Munawwarah, S., Lidyasari, A. T., & Munafiroh, V. (2024). Mathematical problem-solving ability of 5th grade students based on adversity quotient. Jurnal Penelitian Ilmu Pendidikan, 2(17), 87–98. https://doi.org/10.21831/jpip.v17i1.90771
Muntazhimah, Khusna, H., & Anjarwati, R. (2023). Reflective thinking ability in terms of mathematical resilience of mathematics student teachers. AIP Conference Proceedings, 2698. https://doi.org/10.1063/5.0122354
Muntazhimah, M., Turmudi, T., Prabawanto, S., Anwar, A., & Wahyuni, R. (2022). Bibliometric Analysis of Mathematics Reflective Thinking Based on Scopus Database. European Online Journal of Natural and Social Sciences, 11(4), 1132–1143. http://www.european-science.com
Mustafa, S., & Andriani Yunus, A. (n.d.). Exploring the Impact of Adversity Quotient on Students’ Mathematics Achievement in Junior High School. 26(2), 1068–1085. https://doi.org/10.23960/jpmipa/v26i2.pp1068-1085
Nasution, E. Y. P., Yulia, P., & Handican, R. (2025). Analysis of students’ statistical reasoning ability based on personality types. Al-Jabar : Jurnal Pendidikan Matematika, 16(1), 151–167. https://doi.org/10.24042/ajpm.v16i1.26539
Nurdin, Hasma, E. A., Mutmainna, & Ma’rufi. (2026). The role of self-efficacy and adversity quotient in predicting basic mathematics competence within merdeka curriculum framework. Al-Jabar Jurnal Pendidikan Matematika, 17(1), 339–360. https://doi.org/10.24042/ajpm.v17i1.30152
Peng, Q., Zhang, Y., Liang, S., & Xu, M. (2025). Influence of adversity quotient, emotional support, mental toughness and blunt sensitivity on college students’ well-being: A framework based on structural equation modeling and multi-criteria decision-making. Acta Psychologica, 259. https://doi.org/10.1016/j.actpsy.2025.105437
Putriani, J. D., Rosyada, A., & Hartono, Y. (2025). Students’ Mathematical Modeling Ability in Answering 2022 PISA-released items in Scientific Context. Edumatsains Jurnal Pendidikan Matematika Dan Sains, 10(2), 15–29. https://doi.org/10.33541/edumats
Reza, H. S. F., Amelia Defrianti Putri, & Dhanachat Anuniwat. (2026). Realistic Mathematics Education Improves Trigonometric Ratios: A Classroom Action Research Study. SJME (Supremum Journal of Mathematics Education), 10(1), 55–67. https://doi.org/10.35706/sjme.v10i1.13148
Sari, Y., Swastika, A., & Tanyono, D. (2025). Mathematical Reflective Thinking Ability in Solving Higher Order Thinking Skills (HOTS) Type Problems as Seen From Cognitive Style. Jurnal Dimensi Pendidikan Dan Pembelajaran, 1(13), 65–78. https://journal.umpo.ac.id/index.php/dimensi/index
Setiyani, Gunawan, Waluya, S. B., Sukestiyarno, Y. L., Cahyono, A. N., Mutia, & Yunianto, W. (2025). The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems. Infinity Journal, 14(2), 531–550. https://doi.org/10.22460/infinity.v14i2.p531-550
Setiyani, Waluya, S. B., Sukestiyarno, Y. L., & Cahyono, A. N. (2024). Construction of reflective thinking: A field independent student in numerical problems. Journal on Mathematics Education, 1(15), 151–172. https://doi.org/10.22342/jme.v15i1.pp151-172
Situmorang, P. L. (2025). Analysis of students’ problem solving abilities with symbolic representation through the implementation of the case method. Education and Social Sciences Review, 6(2), 17–29. https://doi.org/10.29210/07essr630400
Ugli, N. A. N. (2025). Psychological Characteristics of the Development of Analytical Thinking in Adolescents. Jurnal Psikologi, 2(4), 10. https://doi.org/10.47134/pjp.v2i4.4460
Zakiyah, S., & Muntazhimah, M. (2025). Brain-Based Learning Model to Improve Mathematical Reflective Thinking Ability in Trigonometry : An Experimental Study. Jurnal Paedagogy, 12(3), 626. https://doi.org/10.33394/jp.v12i3.16011
DOI: https://doi.org/10.30596/ijems.v7i3.31685
Refbacks
- There are currently no refbacks.
Indonesian Journal of Education and Mathematics Science
Universitas Muhammadiyah Sumatera Utara
Kampus Utama
Jl. Kapten Muchtar Basri No.3, Glugur Darat II,Medan
Sumatera Utara-20238
E-mail: ijems@umsu.ac.id
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.