Ayu Faradillah (1)
Leha Febriani (2*)

(*) Corresponding Author


Mathematical trauma is a mental condition of students caused by experiences that make it difficult or emotionally with mathematics. This study analyzes students’ trauma of mathematics based on grade and gender by using survey research methods and data processing using Winsteps. The subjects of the research were 204 students in every grade in Junior High School. The questionnaire consisted of 20 statements. This instrument was developed measuring mathematical trauma. It consisted of three indicators: difficult to adapt to the environment, saturated with the learning system that is done, and difficult to get along and organize themselves. Based on the Rasch analysis, for the item, two items (I10 and I7) are a misfit, and the rest items are fit. The items were suitable for 147 respondents (72.06%). Based on The Wright Maps table on WinSteps, the percentage of male students who are very traumatized by mathematics is more than female students. Meanwhile, based on grade, students from grade 8 are more very traumatized by mathematics than students from grade 7 and grade 9. Furthermore, based on a questionnaire, students prefer to class condition that made very traumatized by mathematics.


Mathematical Trauma; Mathematics; Rasch Model; Trauma

Full Text:



Aminullah, M. A. (2013). Kecemasan antara siswa smp dan santri pondok pesantren. Jurnal Ilmiah Psikologi Terapan, 1(2), 205-215.

Anita, I. W. (2014). Pengaruh kecemasan matematika (mathematics anxiety) terhadap kemampuan koneksi matematis siswa SMP. Infinity Journal, 3(1), 125-132.

Barr, J. J. (2016). Developing a Positive Classroom Climate. The IDEA Center, 61(October), 1–9.

Boone, W. J. (2016). Rasch analysis for instrument development: why, when, and how?. CBE—Life Sciences Education, 15(4), rm4. doi:10.1187/cbe.16-04-0148

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63-83. doi:10.1007/s40688-015-0070-x

Chafouleas, S. M., Koriakin, T. A., Roundfield, K. D., & Overstreet, S. (2019). Addressing childhood trauma in school settings: A framework for evidence-based practice. School mental health, 11(1), 40-53. doi:10.1007/s12310-018-9256-5

Chen, S. C., Yang, S. J., & Hsiao, C. C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096-1112. doi:10.1111/bjet.12278

Clayton, S. (2020). Climate anxiety: Psychological responses to climate change. Journal of Anxiety Disorders, 74, 102263. doi:10.1016/j.janxdis.2020.102263

Crosby, S. D., Day, A. G., Somers, C. L., & Baroni, B. A. (2018). Avoiding school suspension: Assessment of a trauma-informed intervention with court-involved, female students. Preventing School Failure: Alternative Education for Children and Youth, 62(3), 229-237. doi:10.1080/1045988X.2018.1431873

Daud, A. S., Abd Aziz, M. K. N., Ali, W. N. A. B. W., Adnan, N. S. M., & Embong, Z. (2020). Students’ Perception in Learning Mathematics across Gender and Ethnicity. Journal of Physics: Conference Series, 1529(3), 032019. doi:10.1088/1742-6596/1529/3/032019

Faradillah, A. (2018). Analysis of mathematical reasoning ability of pre-service mathematics teachers in solving algebra problem based on reflective and impulsive cognitive style. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(2), 119-128. doi:10.30998/formatif.v8i2.2333

Hidayat, W., & Ayudia, D. B. (2019). Kecemasan matematik dan kemampuan pemecahan masalah matematis siswa SMA. Kalamatika: Jurnal Pendidikan Matematika, 4(2), 205-214. doi:10.22236/KALAMATIKA.vol4no2.2019pp205-214

Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental disabilities research reviews, 15(1), 60-68. doi:10.1002/ddrr.46

Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2018). Analysis of abstract reasoning from grade 8 students in mathematical problem solving with SOLO taxonomy guide. Infinity Journal, 7(2), 69-82. doi:10.22460/infinity.v7i2.p69-82

Lange, T., & Meaney, T. (2011). I actually started to scream: Emotional and mathematical trauma from doing school mathematics homework. Educational Studies in Mathematics, 77, 35–51. doi:10.1007/s10649-011-9298-1

Luo, X., Wang, F., & Luo, Z. (2009). Investigation and Analysis of Mathematics Anxiety in Middle School Students. Journal of Mathematics Education, 2(2), 12–19.

Luyten, P., Campbell, C., & Fonagy, P. (2020). Borderline personality disorder, complex trauma, and problems with self and identity: A social‐communicative approach. Journal of Personality, 88(1), 88-105. doi:10.1111/jopy.12483

Mawardi, D., & Supadi, S. (2018). Concentration on Learning Program Development in Islamic Education. AL-HAYAT: Journal Of Islamic Education, 2(2), 213-230. doi:10.35723/ajie.v2i2.35

Mendelson, T., Tandon, S. D., O'Brennan, L., Leaf, P. J., & Ialongo, N. S. (2015). Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention. Journal of Adolescence, 43, 142-147. doi:10.1016/j.adolescence.2015.05.017

Nguyen, T., & Ng, D. (2014). Applying the Rasch model to investigate Singapore principals’ instructional leadership practices. Leading and Managing, 20(2), 1-26.

Ölmez, İ. B., & Ölmez, S. B. (2019). Validation of the Math Anxiety Scale with the Rasch Measurement Model. Mathematics Education Research Journal, 31(1), 89-106. doi:10.1007/s13394-018-0244-8

Osman, S. A., Khoiry, M. A., Rahman, N. A., Rahni, A. A. A., Mansor, M. R. A., Nordin, D., & Johar, S. (2016). The effectiveness of industrial training from the perspective of students of the civil and structure engineering department. Journal of engineering Science and Technology, 11, 1-12.

Park, M., & Liu, X. (2019). An investigation of item difficulties in energy aspects across biology, chemistry, environmental science, and physics. Research in Science Education, 1-18. doi:10.1007/s11165-019-9819-y

Peteros, E., Gamboa, A., Etcuban, J. O., Dinauanao, A., Sitoy, R., & Arcadio, R. (2019). Factors affecting mathematics performance of junior high school students. International Electronic Journal of Mathematics Education, 15(1), em0556. doi:10.29333/iejme/5938

Petersen, J. L., & Hyde, J. S. (2017). Trajectories of self-perceived math ability, utility value and interest across middle school as predictors of high school math performance. Educational Psychology, 37(4), 438-456. doi:10.1080/01443410.2015.1076765

Prahmana, R. C. I., Sutanti, T., Wibawa, A. P., & Diponegoro, A. M. (2019). Mathematical anxiety among engineering students. Infinity Journal, 8(2), 179-188. doi:10.22460/infinity.v8i2.p179-188

Proulx, J. (2019). Mental mathematics under the lens: Strategies, oral mathematics, enactments of meanings. The Journal of Mathematical Behavior, 56, 100725. doi:10.1016/j.jmathb.2019.100725

Purwasih, R., Anita, I. W., & Afrilianto, M. (2019). Junior high school students’ mathematical creative thinking ability based on gender differences in plane and solid geometry subjects. Journal of Physics: Conference Series, 1315(1), 012073. doi:10.1088/1742-6596/1315/1/012073

Romli, M. E. (2017). Upaya konselor untuk mengatasi trauma di kalangan mahasiswa. PROCEEDING IAIN Batusangkar, 1(1), 171-175.

Saidi, S. S., & Siew, N. M. (2019). Reliability and validity analysis of statistical reasoning test survey instrument using the rasch measurement model. International Electronic Journal of Mathematics Education, 14(3), 535-546. doi:10.29333/iejme/5755

Setiawan, B., Panduwangi, M., & Sumintono, B. (2018). A Rasch analysis of the community’s preference for different attributes of Islamic banks in Indonesia. International Journal of Social Economics. 45(12), 1647–1662. doi:10.1108/IJSE-07-2017-0294

Soeharto, S., & Rosmaiyadi, R. (2018). The Analysis of students’ higher order thinking skills (HOTS) in Wave and Optics Using IRT with Winstep Software. Journal of Educational Science and Technology (EST), 1(1), 145-150.

Sumintono, B., & Widhiarso, W. (2014). Aplikasi model Rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Cimahi: Trim Komunikata Publishing House.

Syafri, F. S. (2017). Ada Apa dengan Kecemasan Matematika?. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 1(1), 59-65.

Williams, M. T., Metzger, I. W., Leins, C., & DeLapp, C. (2018). Assessing racial trauma within a DSM–5 framework: The UConn Racial/Ethnic Stress & Trauma Survey. Practice Innovations, 3(4), 242. doi:10.1037/pri0000076

Willse, J. T. (2017). Polytomous Rasch models in counseling assessment. Measurement and Evaluation in Counseling and Development, 50(4), 248-255. doi:10.1080/07481756.2017.1362656

Zakaria, E., & Nordin, N. M. (2008). The effects of mathematics anxiety on matriculation students as related to motivation and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 27-30. doi:10.12973/ejmste/75303


Article Metrics

Abstract view : 662 times
PDF - 344 times


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.