HUMANISTIC PEDAGOGICAL STRATEGIES IN REDUCING MATH ANXIETY IN ELEMENTARY SCHOOL MATHEMATICS LEARNING

Abstract

This study aims to analyze humanistic pedagogical strategies in reducing math anxiety during mathematics learning in elementary schools. The study employed a qualitative case study approach involving 15 participants consisting of a principal, teachers, and students at SD Negeri 58 Banda Aceh. Data were collected through in-depth interviews, participant observation, and document analysis. Data analysis was conducted using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that students’ math anxiety was influenced by negative learning experiences, fear of making mistakes, and low self-confidence during mathematics instruction. Humanistic pedagogical strategies implemented by teachers included empathetic communication, collaborative learning, positive reinforcement, emotional support, and contextual learning. These strategies were found to create a more comfortable learning environment, increase student participation, and reduce fear and emotional pressure during mathematics lessons. The study also found that positive interpersonal relationships between teachers and students contributed significantly to improving students’ motivation and self-confidence in learning mathematics. However, the implementation of humanistic strategies still faced several challenges, including limited teacher training regarding emotional aspects of instruction and limited classroom learning time. This study highlights the importance of integrating humanistic pedagogical approaches into elementary mathematics learning to support both students’ academic and emotional development in a balanced manner.