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Abstract

Mathematics anxiety is a significant psychological factor affecting students' learning and academic performance. The Mathematics Anxiety Rating Scale (MARS) is widely used to assess this anxiety, but its original version is designed for adolescents and adults. A modified version is necessary to effectively measure mathematics anxiety among younger students. This study aims to modify and validate the MARS for Indonesian elementary school students aged 10-12 years, ensuring its reliability and validity through psychometric analysis. This study employed a quantitative psychometric approach with a cross-sectional survey design, involving 324 Indonesian elementary school students aged 10-12 years. The MARS-30 was adapted by simplifying language and adjusting contextual items to suit younger students. Data were collected through an online questionnaire distributed via social media. Exploratory Factor Analysis (EFA) was conducted to determine the factor structure, while Confirmatory Factor Analysis (CFA) assessed model fit. Cronbach’s Alpha measured the scale’s internal consistency and reliability. EFA revealed a two-factor structure consisting of Mathematics Test Anxiety and Numerical Anxiety, explaining 57.62% of the total variance. CFA confirmed a good model fit with CFI = 0.94, TLI = 0.92, RMSEA = 0.06, and SRMR = 0.05. The modified MARS demonstrated excellent internal consistency (α = 0.87), with both subscales showing high reliability (Mathematics Test Anxiety: α = 0.85, Numerical Anxiety: α = 0.84). These findings confirm that mathematics anxiety in young students consists of distinct dimensions, rather than being a single construct. In conclusion, the modified MARS for Indonesian elementary students is a valid and reliable tool for assessing mathematics anxiety in children aged 10-12 years. The study confirms that mathematics anxiety consists of two distinct dimensions and highlights the importance of early identification and intervention. Future research should explore longitudinal trends and strategies to help students manage mathematics anxiety effectively.

Keywords

Elementary Students Psychometric Validation Mathematics Anxiety Rating Scale Test Anxiety Numerical Anxiety

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How to Cite
Solihin, A., Mariana, N., Purwoko, B., & Rahmawati, I. (2025). How can the mathematics anxiety rating scale be modified for Indonesian elementary students (aged 10-12)? A psychometric analysis. Journal on Mathematics Education, 16(2), 689–708. https://doi.org/10.22342/jme.v16i2.pp689-708
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