THE EFFECT OF THE MATH MAGICAL WAY METHOD IN NUMBER PATTERN LEARNING ON EIGHTH-GRADE STUDENTS’ MATHEMATICS ACHIEVEMENT AND ANXIETY
DOI: https://doi.org/10.30605/wd4h6m59
Math Magical Way, Number Pattern, Mathematics Achievement, Mathematics Anxiety
Abstract
Low learning outcomes and high mathematical anxiety remain persistent challenges in secondary school mathematics education, often limiting students' conceptual understanding, problem-solving ability, confidence, and participation. This study examined the effect of the Math Magical Way method—an instructional approach grounded in multisensory and constructivist learning principles that integrates creative activities, visualization, and interactive engagement—on the learning outcomes and mathematical anxiety of eighth-grade students at MTs Negeri 1 Barru on the topic of number patterns. A quantitative, pre-experimental approach was employed using a One Group Pretest-Posttest Design, which does not include a control group and therefore limits causal inference. The subjects comprised 24 students from class VIII.2, selected via purposive sampling from a larger eighth-grade population at the school. Data were collected through a learning outcome test, a mathematical anxiety questionnaire, observation sheets, and interview guides administered before and after treatment. Data were analyzed using descriptive statistics and inferential statistics, including normality testing, the Wilcoxon Signed-Rank test, and effect size calculation. Results showed those in the mean learning outcome score increased from 64.17 to 78.46, while mean mathematical anxiety decreased from 57.96 to 41.46. These findings suggest that the Math Magical Way method can serve as an effective alternative for fostering a more engaging, positive, and less anxiety-inducing mathematics learning experience. Future studies are recommended to employ a control group and larger, more diverse samples to strengthen generalizability.
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