Islamic Guidance and Counseling Journal https://journal.iaimnumetrolampung.ac.id/index.php/igcj How to cite: Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. (2023). Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools. Islamic Guidance and Counseling Journal, 6(1). https://doi.org/10.25217/igcj.v6i1.3179 E-ISSN: 2614-1566 Published by: Institut Agama Islam Ma’arif NU (IAIMNU) Metro Lampung Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools Eka Fitria Ningsih1*, Catharina Asri Budiningsih1, Sugiman1, Tubagus Pamungkas2 1 Universitas Negeri Yogyakarta, Indonesia 2 Universitas Riau Kepulauan Batam, Indonesia ekafitria.2019@student.uny.ac.id* Article Information: Received February 1, 2023 Revised March 15, 2023 Accepted March 23, 2023 Keywords: math attitude; math anxiety; scaffolding; working memory Abstract The goal of this research is to investigate models relating to psychological aspects of mathematics learning, such as math anxiety, scaffolding, math attitude, and working memory. This study included 548 junior high school students from public schools and Islamic boarding schools. The analytical method utilizes analysis of variance, bivariate product moment supported by SPSS, and Smart PLS 3 for path analysis. Model fit criteria (SMSR < .05; RMS Theta < .102; NFI > .9). The model fits based on the SRMR value .000 < .10 dan NFI 1 > .90. The findings show that students from public schools and Islamic boarding schools are different in terms of math anxiety, scaffolding and math attitude. Path analysis shows that math attitude mediates the interaction between math anxiety and scaffolding on working memory. Furthermore, scaffolding has a direct impact on working memory. The implications of the study's findings have been discussed in this article. INTRODUCTION Math achievement remains a major problem, including those in Islamic schools in various countries (Soleymani & Rekabdar, 2010; Garkaz et al., 2011; Taleb & Hassanzadeh, 2015; Waheed & Mohamed, 2011; Driessen & Merry, 2006; Kane & Mertz, 2012). Math anxiety is one of the variables associated to the psychological aspects of learning that contribute to the achievement of learning mathematics (Huang et al., 2019; Demedts et al., 2022; Pantoja et al., 2020; Anghileri, 2006; Kusmaryono et al., 2020; Bryant et al., 2021) and math attitude (Belbase, 2010; Dowker et al., 2019). Math anxiety gives a negative impact on academic achievement. Anxiety is a type of worry and discomfort that occurs with learning mathematics. Math anxiety is associated with math attitude (Geary et al., 2019; Rice, 2019). High math anxiety encourages students to avoid mathematics. Furthermore, there is significant relationship between scaffolding and math attitude (Bryant et al., 2016; Frederick et al., 2014). Scaffolding is a type of outside help that encourages kids to learn. Friends and teachers can offer aid in several ways. Secondary school pupils can benefit from scaffolding provided by their peers. Erikson's (1989) developmental theory states https://journal.iaimnumetrolampung.ac.id/index.php/igcj https://doi.org/10.25217/igcj.v6i1.3179 https://orcid.org/0000-0002-5584-1849 mailto:ekafitria.2019@student.uny.ac.id https://orcid.org/0000-0003-2395-0095 https://orcid.org/0000-0003-1931-7537 https://orcid.org/0000-0001-6004-4759 Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 114 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 that junior high school students have a proclivity to share with their classmates, build learning communities, and have a high level of trust in their peers. Indonesia is a country with a majority Muslim population. Islamic boarding schools in Indonesia started as a traditional education system in the field of religious studies. However, at this time the pesantren has developed into a modern educational institution that offers education at all levels including elementary school, junior high school, senior high school and college (Assa’idi, 2021). Students who live in Islamic boarding school-based schools not only study religion but also attend formal education. In contrast to public school students, they usually focus on formal education. Religious subject is also included in the curriculum content in public schools, but the time allocation is limited. As for mathematics, public and Islamic boarding schools have the same time allocation. However, public and Islamic boarding schools' mathematics achievement needs to be improved. The environment has an impact on student learning achievement. Those who live in Islamic boarding schools have more learning activities than those who do not live in Islamic boarding schools. They must study religious knowledge (the Koran, al-hadith, books) and general knowledge (mathematics, science, languages). However, those who live in pesantren (Islamic boarding school) have friends who live together, so they can be used to studying together. It is certainly not experienced by students who do not live in the pesantren. After learning at school is over, they return to their homes. This different learning environment condition encourages the need to research psychological factors that impact students' learning achievement from each school. Literature Review The Relationship Between Math Attitude and Working Memory Working memory is defined as a brain system that offers temporary storage and can alter information required for complex cognitive activities such as language comprehension, learning, and reasoning (Baddeley, 1992). Researchs has been conducted on attitude and working memory among public high school pupils (Jung & Reid, 2009; Nazir, 2019). Another case, Dowker & Sheridan (2022) said that 40 on college students were researched, and it was discovered that attitude has a significant correlation to math ability. Chen et al. (2018) discovered that positive attitudes were linked to increased hippocampus activation. This explains how attitudes influence memory processes in mathematics A positive attitude towards mathematics will form good character, such as being diligent, persistent, and strict in dealing with things that interfere with learning activities. This attitude certainly affects the cognitive work system. New knowledge will be easier to store in memory. A positive belief that mathematics is easy and useful can help students retain information about mathematical concepts. Students will carry out mathematical tasks Figure 1. The study's theoretical framework Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 115 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 effectively by utilizing their knowledge. Nazir (2019) discovered that high school students (N = 1303) with great working memory had a good attitude toward mathematics Despite the fact that attitude appears to have a direct or indirect association with working memory, earlier research was limited to pupils from public schools. As a result, it is unknown whether attitude influences working memory in Islamic boarding schools. The Relationship Between Math Anxiety, Math Attitude and Working Memory Working memory and math anxiety have been extensively researched. The study's findings show that high math anxiety negatively affects working memory performance (Klados et al., 2015; Pellizzoni et al., 2022; Ramirez et al., 2013). Another study, Caviola et al. (2022) found no significant relationship between math anxiety and working memory. The nature of the task influences the link between working memory and learning anxiety (Korem et al., 2022). Math anxiety, on the other hand, creates a negative attitude toward mathematics (Haciomeroglu, 2017). Math anxiety is a feeling of unease that leads to a bad attitude toward mathematics (Akin & Kurbanoglu, 2011). Poor attitudes about mathematics have an effect on their working memory (Jung & Reid, 2009). Students who experience math anxiety will tend to avoid mathematics. Even though they are following the lesson, they will need help concentrating while studying. It can make it challenging to receive and store information. High math anxiety can affect the memory performance system. It has been claimed that math anxiety is linked to working memory (Ramirez et al., 2013). Math anxiety is a discomfort with the mathematics that encourages behavior to avoid mathematics. Of course, someone with high math anxiety will have a negative attitude toward mathematics. Mathematics is considered a difficult and frightening subject. However, attitude has an influence on one's working memory as well (Jung & Reid, 2009). At the same time, math anxiety and attitude are inversely related. Although math anxiety has a direct effect on working memory, there are several attitudinal factors that mitigate it. Working memory is linked to academic performance (Jung & Reid, 2009). According to research, there is a link between math attitude, math anxiety, and student performance (Casty et al., 2021). Assuming that working memory is related to student performance, there is a link between math anxiety, math attitude, and working memory. However, there may be other models for the exact link between the three variables. The Relationship Between Scaffolding, Mathematics Attitude and Working Memory Scaffolding is the role that adults play in assisting youngsters in completing problem- solving activities. McDonnell (2016) contends that instructors can give scaffolding in the form of assistance and encouragement. According to the theory, internal and extrinsic factors shape students' learning attitudes. We contend that scaffolding as an external incentive influences students' attitudes toward mathematics learning. For example, someone who is having problems learning receives assistance and encouragement from both friends and teachers. Because of the aid provided, students are not alone in their learning. Furthermore, this circumstance will inspire students to have a positive approach to mathematics study. Frederick et al. (2014) discovered a link between scaffolding and student attitudes. Research has shown that scaffolding affects students' academic achievement. Scafolding has an effect on mathematical achievement. Bryant et al. (2016) shown that scaffolding interventions in learning resulted in a significant gain in mathematical performance To date, little study has directly explored scaffolding, attitudes, and working memory. Tubagus (2022) research, to the best of our knowledge, demonstrates a link between attitude scaffolding and working memory. Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 116 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 The Learning Environment's Role The achievement disparity in mathematics attracts attention, particularly among pupils from Islamic schools. Islamic schools with extracurricular activities. Islamic boarding schools provide pupils with a learning atmosphere that includes both formal and non-formal curricula. Non-formal activities that increase religious understanding are prioritized for people who attend Islamic boarding schools. Pupils at Islamic boarding schools are divided into two groups: kalong (non-living) students and mukim (staying students) students. Mukim students' daily activities mainly consist of congregational prayer, learning the Qur'an, reciting the yellow book, official schooling, and a variety of extra-curricular activities (Srimulyani, 2007). Islamic boarding schools mix two curricula to provide students with more disciplines (Ngarifillaili et al., 2021). Santri studying at Islamic boarding school must study Monotheism, Morals, Al-Qur'an and Al-Qur'an Science, Al Hadith and Hadith Science, Tafsir, Fiqh, Nahwu, Sharaf, Imla', and Aswaja (Huda et al., 2020). There are differences in conditions between students who attend Islamic schools and those who attend public schools. The mathematical curriculum in Islamic schools is identical to that in public schools, except they have less time given (Hendrayana et al., 2019; Yusuf, 2022). Rahman and Saleh, on the other hand, conducted research (N = 317) on students' performance in algebra content. The data suggest that students from Islamic boarding schools had the highest average score, followed by students from Islamic religious schools and national school pupils (Saleh & Rahman, 2016). This at least demonstrates that children from Islamic boarding schools perform good academically. Rationale of the Study Various psychological factors have been studied as variables in some research. Learning attitudes about working memory and math anxiety (Ashcraft & Kirk, 2001; Pelegrina et al., 2020; Ramirez et al., 2013). The relationship between scaffolding and math attitude (Frederick et al., 2014). Math attitudes concerning working memory (Jung & Reid, 2009). This study investigates the interdependence of many parts of psychology in learning. The expert stressed that the learning system is influenced by a variety of factors, not just psychological ones. Learning environment (Nyroos et al., 2022; Wang et al., 2020; Skwarchuk et al., 2022) become one of the sociological elements of students that contribute to the achievement of learning mathematics. Indonesia, as a culturally diverse country, offers a variety of school types, one of which is an Islamic boarding school (Suryadarma et al., 2006). Islamic schools contain curriculum content, which some students live in Islamic boarding schools while others do not. There has been research on the association of psychological aspects to achievement in studying mathematics in Islamic schools (Garkaz et al., 2011; Taleb & Hassanzadeh, 2015) but the majority of these studies have been conducted at the university level. Nobody has studied the effect of psychosocial factors on working memory in mathematics for junior school students in a Islamic boarding school learning environment. The research's results, both theoretical and practical, lead to the determination of mathematics learning planning in schools that consider on the learning environment of students, particularly those living in Islamic boarding schools. Purpose of the Study The aim of this research is to determine whether: 1) there are differences in math anxiety, attitude, scaffolding, and working memory between student who attend Islamic boarding schools and public school; and 2) whether math attitude acts as a mediator between math anxiety, scaffolding and working memory. Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 117 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 METHODS Research Design This is a quantitative research design that includes path analysis. By including math attitude as a moderation variable, this study focuses on the relationship between the independent variables math anxiety and scaffolding and the dependent variable working memory. Participants This research involved 548 junior high school students. For one week, students attend five hours of math classes (175 minutes). The average class size is between 25 and 30 people. The students were drawn from public schools (N = 147) as well as Islamic residential schools (N = 401). Students are coming from five different districts in Lampung province (table 1). Numeracy mastery is less than 50% of all students in Lampung province, according to the outcomes of national assessment, according to Table 1. Students who come from Islamic boarding schools have two curricula that must be followed: Islamic boarding school curriculum and the formal school curriculum. Formal school activities are held in the morning until noon (07.00 am to 12.00 am). Mathematics is taught five hours of lessons for one week (175 minutes). While the other time is used for Islamic boarding school activities. Islamic boarding school activities include activities to read the Al Qur’an (morning and afternoon), read the Alfiyah book, study the book of Riyadus sholihin and read wirdullatif. At night the activity continues to recite the diniyah until 09.00 pm. At least in one day the time spent for formal schools is approximately 5 hours while for Islamic boarding schools it is approximately 10 hours. Instruments The instrument in this study consisted of four questionnaires: math anxiety, scaffolding, math attitude, and working memory. These instruments were adapted from researchers whom Tubagus (2022) conducted. Furthermore, these instruments were rearranged according to the context of junior high school students. Math Anxiety Yáñez-Marquina & Villardón-Gallego (2017) and Zakariya (2018) developed a math anxiety instrument. The instrument was adapted and translated into Indonesian by Tubagus Table 1. Demographic Data of Respondents Demographic N Percentage Gender Male 159 29% Female 389 71% School type Public School 147 26,82% Islamic Boarding School 401 73,18% Grade Seventh 146 26,65% Eighth 312 56,93% Nineth 90 16,42% Domicile East Lampung 188 34,31% Central Lampung 185 33,76% Metro City 61 11,13% North Lampung 36 6,56% South Lampung 35 6,39% Way Kanan 43 7,85% Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 118 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 (2022). Learning anxiety was measured using a questionnaire of 12 items with a 5-point Likert scale. As an example of a question item, consider the following: When I do math in front of the class, my body trembles. Item validity was measured by correlating each score to the total score (bivariate Pearson). In this study, each correlated item ranged from .24 to .63 and was declared valid (r > .22). In addition, this instrument was declared reliable (Cronbach alpha = .89) with a high category (Cronbach alpha > .80). Thus, the instrument can be used to measure math anxiety. Scaffolding Scaffolding in learning is interpreted as assistance given to students when they have difficulty solving problems. Help can come from friends, teachers, and technology (Bannert & Mengelkamp, 2013; Rojas-Drummond et al., 2013). Scaffolding instrument adapted from Tubagus (2022). Scaffolding was assessed using a 16-item questionnaire. A 5-point Likert scale is also used in this item. An example of an item in the questionnaire is: When I cannot do the practice questions, a friend explains the first steps in working on a math problem. Each item has a product-moment correlation between .26 to .66 and is declared valid (r > .22). Each score is added to measure scaffolding. The instrument has moderate reliability and can be used to measure scaffolding (Cronbach alpha = .73). Attitude Toward Mathematics Attitude toward mathematics is in the form of a student's emotional response in the form of a positive response or a negative response to everything related to learning mathematics (Akinsola & Olowojaiye, 2021; Eshun, 2006; Zan & Di Martino, 2008). The math attitude instrument was adapted from Tubagus (2022). The math attitude instrument consists of 15 questions on a 5-point Likert scale. The instrument comprises positive statements (9 items) and negative statements (6 items). Student responses to each item are summed and then used to measure math attitudes. Each item score is correlated with the total score to measure the item's validity. Each item (r between .39 to .62) in the instrument was declared valid (r > .22), and the instrument had moderate reliability (Cronbach alpha = .77). Working Memory Working memory in mathematics is a part of short-term memory capable of storing information (Ashcraft & Krause, 2007; Baddeley, 2019; Kane et al., 1999). The working memory instrument was adapted from Tubagus (2022). The working memory of the instrument contains 12 statements, 8 of which are positive and 4 of which are negative. Positive items are scored while negative items are scored in reverse. The score on each item is added up to measure working memory. Each item was declared valid (product correlation between .24 to .63), and the instrument was declared reliable (Cronbach alpha = .69). One of the items in the questionnaire about working memory is "I can re-explain to my friends what the teacher has said”. Procedures The researcher first submitted a permit application to the school. After the school gave permission, the researcher consulted with the teacher about distributing the questionnaire. The sampling technique in this study used random cluster sampling. Random sample selection based on classes in each school. The students involved have expressed their willingness to fill out the questionnaire voluntarily by signing the agreement form. Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 119 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 The researchers worked with high school math teachers and Islamic boarding school administrators. The study was carried out during the even semester of the 2022/2023 academic year. The teacher shares the Google form link to students from public schools. In addition, numerous teachers used computer lab resources connected to the internet network to assist with questionnaire completion. While students in Islamic boarding schools are not permitted to use smartphones, researchers are supported by the boarding school administration by using numerous Islamic boarding school officials' cellphones to assist students in filling out the Google form link. Data Analysis Descriptive analysis is used to describe each variable (table 2). This study examines differences in math anxiety, math attitude, scaffolding, and working memory among students who reside in Islamic boarding schools versus public school students using covariance analysis in IBM SPSS 24. The learning environment is included as a covariance since it influences the findings. Furthermore, IBM SPSS 24 was used to perform bivariate product moment analysis to assess the link between variables from each learning environment (Islamic boarding schools and public schools are analyzed separately). Finally, SmartPLS 3 path analysis was used to explore the impact of math anxiety, math attitude, and scaffolding on working memory. Students from public schools and Islamic boarding school are evaluated simultaneously in this section, can be seen in Table 2. The average math anxiety of high school students is 38.07 (maximum score of 60), while for scaffolding, it is 52.21 (maximum score of 75). While the average for mathematical attitude is 47.17 and working memory is 42.94. The highest anxiety was experienced by students from Islamic boarding schools (score 60). Likewise, for math attitude (max score = 75), working memory (65), and scaffolding (75), the highest scores were owned by students from Islamic boarding schools. RESULTS AND DISCUSSION Results Learning Environment Differences for each Variable Table 3 present adjusted means and standard errors of math anxiety. Anova analysis was used to assess scaffolding and working memory dependent on learning environment. Students from Islamic boarding schools (M = 36.3; SE = .55) have lower math anxiety than students public schools (M = 42.9; SE = .68). Furthermore, students who attend Islamic Table 2. Mean Scores and Standard Deviations for Each Variables Variable School N M SD SE Min Max Attitude toward mathematics Public 147 45.38 6.09 .51 28 72 Boarding 401 47.83 8.14 .41 15 75 Total 548 47.17 7.72 .32 15 75 Working memory Public 147 42.26 4.74 .39 28 56 Boarding 401 43.18 5.36 .26 27 65 Total 548 42.94 5.22 .22 27 65 Scaffolding Public 147 49.93 6.56 .54 32 64 Boarding 401 53.04 6.22 .31 32 75 Total 548 52.21 6.45 .27 32 75 Math anxiety Public 147 42.97 8.33 .68 13 55 Boarding 401 36.28 11.01 .55 12 60 Total 548 38.07 10.77 .46 12 60 Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 120 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 boarding schools have more positive math attitude (M = 47.8; SE = .41) than students who attend public schools (M = 45.1; SE = .57). Islamic boarding school students had greater scaffolding (M = 53.04; SE = .54) than public school students (M = 49.9; SE = .54). However, no significant difference in working memory between Islamic boarding school students and public school students. Correlations among Math Anxiety, Attitude, Scaffolding, and Working Memory Math anxiety shows negative correlation with math attitude (public school r = -.376; p =.000; Islamic boarding school r = -.412; p = .000). Math anxiety shows positive correlation with scaffolding in public schools (r = .518; p = .000), but no significant correlation in Islamic boarding schools. Math anxiety had a strong negative connection with working memory in Table 3. Adjusted means and standard errors of variables by Learning environment Variabel Islamic Boarding School (401) Public school (147) F p Math Anxiety 36.3 ( .55) 42.9 ( .68) 44.76 .000 Math Attitude 47.8 ( .41) 45.1 ( .57) 12.65 .000 Scaffolding 53.0 ( .54) 49.9 ( .54) 26.18 .000 Working Memory 43.2 ( .27) 42.3 ( .39) 3.38 .066 P < .05 Table 4. Pearson correlations between math anxiety, scaffolding, attitude toward mathematics, and working memory for public schools (above diagonal) and Islamic boarding schools (below diagonal) Variable Math Anxiety Math Attitude Scaffolding Working Memory Math Anxiety - -.376** .518** -.075 Math Attitude -.412** - -.104 .485** Scaffolding .042 .204** - .168** Working Memory -.333** .519** .262** - **) p < .001 Table 5. Fitted direct and indirect effects for public school path models O M SD T P Direct Effect Math Atitute -> Working Memory .323 .318 .089 3.611 .000 Math Anxiety -> Math Atitute -.554 -.554 .065 8.543 .000 Math Anxiety-> Working Memory -.337 -.337 .071 4.736 .000 Scaffolding -> Math Atitute .164 .163 .069 2.381 .018 Scaffolding -> Working Memory .191 .194 .090 2.133 .033 Indirect Effect Math Anxiety -> Math Atitute -> Working Memory -.179 -.177 .056 3.170 .002 Scaffolding -> Math Atitute -> Working Memory .053 .051 .026 2.051 .041 Note: O = Original Sample Table 6. Fitted direct and indirect effects for Islamic Boarding School Path models O M SD T P Direct Effect Math Atitute -> Working Memory .451 .455 .045 10.096 .000 Math Anxiety -> Math Atitute -.347 -.348 .058 6.020 .000 Math Anxiety -> Working Memory -.071 -.068 .046 1.551 .121 Scaffolding -> Math Atitute .169 .173 .056 3.025 .003 Scaffolding -> Working Memory .200 .198 .042 4.735 .000 Indirect Effect Math Anxiety -> Math Atitute -> Working Memory -.190 -.191 .029 6.658 .000 Scaffolding -> Math Atitute -> Working Memory .072 .074 .020 3.544 .000 Note: O = Original Sample Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 121 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 Islamic boarding school pupils (r = -.33; p = .000), in contrast to public schools. There was no significant correlation between attitude and scaffolding for public school students, but there was significant correlation between attitude and scaffolding for Islamic boarding school students (r = .204; p = .000) There was no significant correlation between math attitude and scaffolding for public school students, but there was significant correlation between math attitude and scaffolding for Islamic boarding school students (r = .204; p = .000), see Table 4. Path Analysis: Attitude as a Mediator The findings show that there is a significant direct relationship between attitude towards mathematics and working memory in both public and Islamic boarding schools, as well as a relationship between math anxiety and math attitude; scaffolding and math attitude; and scaffolding and working memory. Whereas in public schools, math anxiety has significant direct effect on working memory, it has no significant effect in Islamic boarding schools. Furthermore, the calculations demonstrate that math attitude is a mediator between math anxiety and working memory in both public and Islamic boarding schools, can see Table 5 and Table 6. Figure 2. Testing of math attitude as a moderator between relationship among mathematics anxiety, scaffolding, and working memory in public schools Figure 3. Testing of math attitude as a mediator between the relationship among math anxiety, scaffolding, and working memory in a Islamic boarding school. Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 122 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 Math anxiety and math attitude have a significant impact on public schools, according to the F Square (F = .457). The relationship between working memory and attitude toward mathematics is moderate (F = .115). Math anxiety has a moderate impact on working memory ( .128). Working memory and scaffolding has low effect ( .057). R Square on mathematical attitude falls into the moderate category (R square = .320). This demonstrates that scaffolding and math anxiety have a 32% effect on math attitude. Meanwhile, the R square for working memory is in the moderate category (R square = .377), indicating that scaffolding, math anxiety, and math attitude have a moderate effect on working memory (37.7%). In Islamic boarding schools, F square math anxiety and attitude toward mathematics have a moderate impact (F = .134). The effect of math attitude on working memory is moderate (F = .247). Math anxiety to working memory has no significant effect (F = .006). Math attitude has a weak category for R square (R square = .125). This demonstrates that Islamic boarding schools in scaffolding and math anxiety have a smaller influence (12.5%) than public schools (32%). R square in working memory is in the moderate category (R square = .279). Although scaffolding, math anxiety, and math attitude have a moderate effect in public schools and Islamic boarding schools, the three variables (scaffolding, math anxiety, and math attitude) have a bigger influence (37.7%) in public schools than in Islamic boarding schools (32%). The results of the path analysis for the two groups demonstrate that it has an effect on math anxiety for working memory for public schools but not for Islamic boarding schools. Math anxiety has no significant effect on working memory. Path Analysis Results: Alternative Models The SMSR model fit criteria must be smaller than .05 (Cangur and Ercan, 2015). RMS Theta or Root Mean Square Theta value .102; SRMR value or Standardized Root Mean Square .10 or .08; and NFI value > .90 are the model fit requirements. Based on the model criteria, the value of RMS Theta or Root Mean Square Theta .321 > .102 does not match the fit model criteria. However, based on the SRMR or Standardized Root Mean Square Value, the value is .000 < .10 and NFI 1 > .90, the model is fit based on these two criteria. As a result, we can conclude that the model fits the data. Discussion Learning Environment Comparison in Math Anxiety, Scaffolding, Math Attitude, and Working Memory Previous research has shown that the Islamic boarding school atmosphere has more activities than public schools since it offers two curriculum (Ngarifillaili et al., 2021). Specifically, the school curriculum and religion. There are additional didactic difficulties in studying mathematics for students who come from Islamic boarding schools (Hendrayana et al., 2019; Yusuf, 2022)According to the study findings, pupils who attend Islamic boarding schools had lower levels of math anxiety than those who attend public schools. Similarly to math attitudes and scaffolding, students from Islamic boarding schools have a favorable attitude toward mathematics and value the use of scaffolding in learning mathematics. Students' psychological conditions are influenced by differences in their surrounding conditions. The Islamic boarding school atmosphere instills a positive attitude in students. Parents' primary purpose in sending their children to Islamic boarding schools is to increase their children's religious knowledge, so it is understandable that they feel stressed in the field of general studies. The research findings demonstrate that pupils from the Islamic boarding school and those from public school have the same working memory capacities. This at least demonstrates that, despite low math anxiety levels, optimistic attitudes, and scaffolding support for students from Islamic boarding schools had no substantial impact on their working memory system. This is supposed to develop due to the burden of religious and general topic matter that must be studied Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 123 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 concurrently. Islamic boarding schools mix two curricula to provide students with more disciplines (Ngarifillaili et al., 2021). Student must study Morals, Al-Qur'an, Al Hadith (Huda et al., 2020). This finding shows that the positive attitude and scaffolding given for Islamic boarding school students are not relevant to the field of mathematics. A positive attitude in learning mathematics comes from the obedience of students towards their teacher (kyai) and the intensity of encouragement that is not specific about mathematics. This is why this variable has no impact on working memory systems. According to research (Saleh & Rahman, 2016) Islamic boarding school pupils are better at algebra. This finding surely inspires educators to further reformulate learning in order to maximize the potential of pupils, particularly those in Islamic boarding schools. Correlation among Math Anxiety, Scaffolding, Math Attitude and Working Memory A major finding in this study is a high impact between math anxiety, scaffolding, math attitude and working memory in students from both public and Islamic boarding schools. Students with low math anxiety will have a favorable attitude toward mathematics, which will influence the working memory system. This relates to Haciomeroglu's presentation that excessive learning anxiety generates a negative attitude (Akin & Kurbanoglu, 2011) toward mathematics (Haciomeroglu, 2017). Negative attitudes about mathematics have an effect on their working memory system (Jung & Reid, 2009). Previous research has found that high levels of arithmetic anxiety have a poor impact on working memory performance (Klados et al., 2015; Pellizzoni et al., 2022; Ramirez et al., 2013). This study's findings reflect previous research findings that there is a significant correlation between math anxiety and working memory in public schools. However, the findings of this study suggest that math anxiety has no direct effect on working memory in Islamic boarding schools. However, math anxiety is mediated by math attitude, which impacts on working memory. The outcomes of this study are consistent with Caviola's findings (Caviola et al., 2022) which claimed that there was no significant correlation between math anxiety and working memory. The next finding shows that there is a significant correlation between scaffolding, math attitudes, and working memory in students from public schools and Islamic boarding schools. Although researchers in this situation are confined to research results that show a relationship between scaffolding and working memory, there are research results that suggest scaffolding has an impact on mathematical achievement (B. R. Bryant et al., 2016). At least, the findings of this study suggest that working memory is related to student performance. Scaffolding is important for learning mathematics, especially for supporting working memory systems. Implications Research results have shown that mathematical attitudes and scaffolding directly impact students' cognition. For educational psychologists who design mathematics learning, it is necessary to consider what forms of counseling can be given to students. Especially for students from Islamic boarding schools, providing appropriate assistance has a high potential to improve students' cognitive systems. Math teachers and school counselors can provide math counseling services. The following are forms of counseling that can be given (adapted from Knowles (2004) and Furner (2017). Mathematics Mental Health Diagnostics Diagnosis of Mental health math, specifically math anxiety. A math teacher needs to have data about how the level of math anxiety experienced by their students. The results of this diagnosis will be a reference for teachers to provide interventions relevant to students' conditions. Reducing math anxiety can be done through guidance sessions with teachers and counselors. Students with high math anxiety are allowed to share their experiences or feelings Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 124 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 about mathematics in the past. In this counseling session, students can express their feelings about mathematics using the College Learning Metaphor Survey (Example: if mathematics were a color what color would it be? If mathematics were an animal, what would it be?). The math teacher and students then have a casual discussion discussing how the ideal math class is. After that, a self-talk session to develop positive thinking about learning mathematics. Math teachers can use someone's story of success in math as a relaxation technique. Students can be tasked with making a simple interesting song about something they like in mathematics. Teachers can set up a "math feeling journal" to monitor and manage math anxiety. Mathematical Cognitive Diagnostics Diagnosing students' mathematical abilities regarding geometry and algebra can be used to map students' mathematical difficulties. School counselors can provide cognitive test services and discuss the result with the mathematics teacher. In addition, the mathematics teacher can use the results of mathematics achievement during learning to determine who needs help and what assistance is needed. Constructivist Teaching of Mathematics Constructive mathematics learning will encourage students to give the correct answer. Instead, learning focuses on the process of doing mathematics. Students are involved in mathematical activities that can encourage them to work harder. Students from Islamic boarding schools live together with peers so that teachers can maximize peer assistance. Teachers can give assignments that involve group discussions outside of class hours. During learning, the teacher can provide scaffolding using the probing questioning technique. Students are involved in mathematical communication activities with dialogues that pay attention to socio- mathematics norms. Mathematical problems must be designed considering contextual problems, for example, through cultural contexts, to make students feel valued. Limitations and suggestions This research involved students from the junior high school level who came from public schools and Islamic boarding schools. When choosing the sample, the researcher distinguished between pupils who attended Islamic boarding schools and those who did not attend Islamic boarding schools. Of course, these limitations encourage future research to focus on characteristics of students' mathematical competence. More research is needed that focuses at similar issues while also considering students' abilities into considerations. The following drawback is that the working memory instruments still only support elements of simple concepts and operations. The instrument's assertions do not accommodate applicative characteristics that necessitate a more complicated work system. In reality, understanding mathematics entails this as well. CONCLUSION The findings of this study contribute to a number of elements that influence students' learning of mathematics and working memory, including math anxiety, scaffolding and math attitude components in junior high school students. This study also compares math anxiety, scaffolding, math attitude and working memory to pupils from public and Islamic boarding schools. Students who attend Islamic boarding schools have lower math anxiety, higher math attitude, and better scaffolding than students who attend public schools. Previous research has focused on the influence of math anxiety on math attitude. This study extends the research by investigating the impact of math anxiety on working memory using math attitude as a moderate variable. The data show that in Islamic Boarding-based schools, math anxiety has an indirect Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 125 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 impact on working memory that is mediated by math attitude. Furthermore, scaffolding has a significant impact on working memory. ACKNOWLEGMENT This study's findings are part of the dissertation on the development of mathematics learning models. The third stage, according to the Dick and Carey development model, is to analyze the characteristics of students and the context, including psychological aspects. The researchers are grateful to the Ministry of Religion of the Republic of Indonesia for offering Doctoral scholarships and everyone who involved in this research. AUTHOR CONTRIBUTION STATEMENT EFN, CAB, and SS contributed to concept preparation and study design. EFN performed data collection. The data analysis section was carried out jointly by EFN and TP. The draft of the article was written by EFN, which was then reviewed again by SS and CAB. All authors contributed and provided feedback on this article. REFERENCES Akin, A., & Kurbanoglu, I. N. (2011). The relationships between math anxiety, math attitudes, and self-efficacy: A structural equation model. Studia Psychologica, 53(3), 263–274. https://psycnet.apa.org/record/2011-27554-004 Akinsola, M. K., & Olowojaiye, F. B. (2021). Teacher Instructional Methods and Student Attitudes towards Mathematics. International Electronic Journal of Mathematics Education, 3(1), 60–73. https://doi.org/10.29333/iejme/218 Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005- 9 Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224 Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243–248. https://doi.org/10.3758/BF03194059 Assa’idi, S. (2021). The growth of pesantren in Indonesia as the islamic venue and social class status of santri. Eurasian Journal of Educational Research, 2021(93), 425–440. https://doi.org/10.14689/EJER.2021.93.21 Baddeley, A. (2019). Working memory and conscious awareness. In Theories of Memory (pp. 11–28). https://doi.org/10.4324/9781315782119-2 Bannert, M., & Mengelkamp, C. (2013). Scaffolding Hypermedia Learning Through Metacognitive Prompts. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 171–186). Springer International Handbooks of Education. https://doi.org/10.1007/978-1-4419-5546-3_12 Belbase, S. (2010). Images , Anxieties and Attitudes toward Mathematics Images , Anxieties and Attitudes toward Mathematics. University of Wyoming, Laramie, Wyoming. Google Scholar Bryant, B. R., Bryant, D. P., Porterfield, J., Dennis, M. S., Falcomata, T., Valentine, C., Brewer, C., & Bell, K. (2016). The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties. Journal of Learning Disabilities, 49(2), 176–188. https://doi.org/10.1177/0022219414538516 https://psycnet.apa.org/record/2011-27554-004 https://doi.org/10.29333/iejme/218 https://doi.org/10.1007/s10857-006-9005-9 https://doi.org/10.1007/s10857-006-9005-9 https://doi.org/10.1037/0096-3445.130.2.224 https://doi.org/10.3758/BF03194059 https://doi.org/10.14689/EJER.2021.93.21 https://doi.org/10.4324/9781315782119-2 https://doi.org/10.1007/978-1-4419-5546-3_12 https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Belbase%2C+S.+%282010%29.+Images+%2C+Anxieties+and+Attitudes+toward+Mathematics+Images+%2C+Anxieties+and+Attitudes+toward+Mathematics.+University+of+Wyoming%2C+Laramie%2C+Wyoming.&btnG= https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Belbase%2C+S.+%282010%29.+Images+%2C+Anxieties+and+Attitudes+toward+Mathematics+Images+%2C+Anxieties+and+Attitudes+toward+Mathematics.+University+of+Wyoming%2C+Laramie%2C+Wyoming.&btnG= https://doi.org/10.1177/0022219414538516 Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 126 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Roberts, G., Fall, A. M., Nozari, M., & Lee, J. (2021). Improving the Mathematics Performance of Second-Grade Students with Mathematics Difficulties through an Early Numeracy Intervention. Behavior Modification, 45(1), 99–121. https://doi.org/10.1177/0145445519873651 Cangur, S., & Ercan, I. (2015). Comparison of model fit indices used in structural equation modeling under multivariate normality. Journal of Modern Applied Statistical Methods, 14(1), 14. http://dx.doi.org/10.22237/jmasm/1430453580 Casty, M. M., Ciriaka, M. G., & Peter, R. (2021). Mathematics anxiety, attitude and performance among secondary school students in Kenya. Educational Research and Reviews, 16(6), 226–235. https://doi.org/10.5897/err2021.4119 Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Szűcs, D., & Mammarella, I. C. (2022). Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants. In Educational Psychology Review (Vol. 34, Issue 1). https://doi.org/10.1007/s10648-021-09618-5 Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., & Menon, V. (2018). Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms. Psychological Science, 29(3), 390–402. https://doi.org/10.1177/0956797617735528 Demedts, F., Reynvoet, B., Sasanguie, D., & Depaepe, F. (2022). Unraveling the role of math anxiety in students’ math performance. Frontiers in Psychology, 13(November), 1–9. https://doi.org/10.3389/fpsyg.2022.979113 Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100(3), 211–230. https://doi.org/10.1007/s10649-019-9880-5 Dowker, A., & Sheridan, H. (2022). Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory. Frontiers in Psychology, 13(March). https://doi.org/10.3389/fpsyg.2022.814992 Driessen, G., & Merry, M. S. (2006). Islamic schools in the Netherlands: Expansion or marginalization? Interchange, 37(3), 201–223. https://doi.org/10.1007/s10780-006- 9001-0 Erikson, E. H. (1989). Identitas dan siklus hidup manusia. Gramedia. Google Scholar Eshun, B. A. (2006). Sex-differences in attitude of students towards mathematics in secondary schools. Mathematics Connection, 4(1). https://doi.org/10.4314/mc.v4i1.21495 Frederick, M. L., Courtney, S., & Caniglia, J. (2014). With a Little Help from My Friends: Scaffolding Techniques in Problem Solving. Investigations in Mathematics Learning, 7(2), 21–32. https://doi.org/10.1080/24727466.2014.11790340 Furner, J. (2017). Teachers and Counselors: Building Math Confidence in Schools. European Journal of STEM Education, 2(2), 1–10. https://doi.org/10.20897/ejsteme.201703 Garkaz, M., Banimahd, B., & Esmaeili, H. (2011). Factors affecting accounting students’ performance: The case of students at the Islamic Azad university. Procedia - Social and Behavioral Sciences, 29, 122–128. https://doi.org/10.1016/j.sbspro.2011.11.216 Geary, D. C., Hoard, M. K., Nugent, L., Chu, F. W., Scofield, J. E., Hibbard, D. F., Geary, D. C., Currie, A., Dutzy, K., Evans, A., Farley, J., & Jordan, A. (2019). Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence. Journal of Educational Psychology, 1447–1461. https://psycnet.apa.org/doi/10.1037/edu0000355 Haciomeroglu, G. (2017). Reciprocal Relationships Between Mathematics Anxiety and Attitude Towards Mathematics in Elementary Students. Acta Didactica Napocensia, 10(3). Google Scholar https://doi.org/10.1177/0145445519873651 http://dx.doi.org/10.22237/jmasm/1430453580 https://doi.org/10.5897/err2021.4119 https://doi.org/10.1007/s10648-021-09618-5 https://doi.org/10.1177/0956797617735528 https://doi.org/10.3389/fpsyg.2022.979113 https://doi.org/10.1007/s10649-019-9880-5 https://doi.org/10.3389/fpsyg.2022.814992 https://doi.org/10.1007/s10780-006-9001-0 https://doi.org/10.1007/s10780-006-9001-0 https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Erikson%2C+E.+H.+%281989%29.+Identitas+dan+siklus+hidup+manusia.+Gramedia.&btnG= https://doi.org/10.4314/mc.v4i1.21495 https://doi.org/10.1080/24727466.2014.11790340 https://doi.org/10.20897/ejsteme.201703 https://doi.org/10.1016/j.sbspro.2011.11.216 https://psycnet.apa.org/doi/10.1037/edu0000355 https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Haciomeroglu%2C+G.+%282017%29.+Reciprocal+Relationships+Between+Mathematics+Anxiety+and+Attitude+Towards+Mathematics+in+Elementary+Students.+Acta+Didactica+Napocensia%2C+10%283%29&btnG= Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 127 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 Hendrayana, A., Mutaqin, A., & Syamsuri, S. (2019). The Phenomenon of Boarding School and Its Mathematics Learning. Al-Jabar : Jurnal Pendidikan Matematika, 10(1), 159– 175. https://doi.org/10.24042/ajpm.v10i1.4104 Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. European Journal of Psychology of Education, 34(3), 621–640. https://doi.org/10.1007/s10212-018-0403-z Huda, S., Tsani, I., Syazali, M., Umam, R., & Jermsittiparsert, K. (2020). The management of educational system using three law Auguste Comte: A case of Islamic schools. Management Science Letters, 10(3), 617–624. https://doi.org/10.5267/j.msl.2019.9.018 Jung, E. S., & Reid, N. (2009). Working memory and attitudes. Research in Science and Technological Education, 27(2), 205–223. https://doi.org/10.1080/02635140902853665 Kane, J. M., & Mertz, J. E. (2012). Debunking Myths about Gender and Mathematics Performance. Notices of the American Mathematical Society, 59(01), 10. https://doi.org/10.1090/s1088-9477-2012-00790-4 Kane, M. J., Conway, A. R. A., & Engle, R. W. (1999). What do working-memory tests really measure? Behavioral and Brain Sciences, 22(1), 101–102. https://doi.org/10.1017/s0140525x99291789 Klados, M. A., Simos, P., Micheloyannis, S., Margulies, D., & Bamidis, P. D. (2015). ERP measures of math anxiety: How math anxiety affects working memory and mental calculation tasks? Frontiers in Behavioral Neuroscience, 9(OCTOBER), 1–9. https://doi.org/10.3389/fnbeh.2015.00282 Knowles, J. M. (2004). Brief relational mathematics counseling as an approach to mathematics academic support of college students taking introductory courses [Lesley University]. In Educational Studies Dissertations. Google Scholar Korem, N., Cohen, L. D., & Rubinsten, O. (2022). The link between math anxiety and performance does not depend on working memory: A network analysis study. Consciousness and Cognition, 100(February), 103298. https://doi.org/10.1016/j.concog.2022.103298 Kusmaryono, I., Gufron, A. M., & Rusdiantoro, A. (2020). Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level. NUMERICAL: Jurnal Matematika Dan Pendidikan Matematika, 4, 13–22. https://doi.org/10.25217/numerical.v4i1.770 McDonnell, J. (2016). Scaffolding practices: A study of design practitioner engagement in design education. Design studies, 45, 9-29. https://doi.org/10.1016/j.destud.2015.12.006 Nazir, A. (2019). Effect of Working Memory on Students’ Attitude towards Mathematics at Secondary Level. Pakistan Journal of Education, 35(3), 97–118. https://doi.org/10.30971/pje.v35i3.776 Ngarifillaili, N., Kartowagiran, B., & Yvette, U. (2021). Evaluation of the implementation of educational assessment standards at Madrasah Tsanawiyah Modern Islamic Boarding School. Research and Evaluation in Education, 7(2), 106–117. https://doi.org/10.21831/reid.v7i2.43672 Nyroos, M., Korhonen, J., & Mononen, R. (2022). Editorial: Cognitive and affective factors in relations to learning. In Frontiers in Psychology (Vol. 13). https://doi.org/10.3389/fpsyg.2022.1037332 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 21(5), 709–728. https://doi.org/10.1080/15248372.2020.1832098 https://doi.org/10.24042/ajpm.v10i1.4104 https://doi.org/10.1007/s10212-018-0403-z https://doi.org/10.5267/j.msl.2019.9.018 https://doi.org/10.1080/02635140902853665 https://doi.org/10.1090/s1088-9477-2012-00790-4 https://doi.org/10.1017/s0140525x99291789 https://doi.org/10.3389/fnbeh.2015.00282 https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Knowles%2C+J.+M.+%282004%29.+Brief+relational+mathematics+counseling+as+an+approach+to+mathematics+academic+support+of+college+students+taking+introductory+courses+%5BLesley+University%5D.+In+Educational+Studies+Dissertations.+&btnG= https://doi.org/10.1016/j.concog.2022.103298 https://doi.org/10.25217/numerical.v4i1.770 https://doi.org/10.1016/j.destud.2015.12.006 https://doi.org/10.30971/pje.v35i3.776 https://doi.org/10.21831/reid.v7i2.43672 https://doi.org/10.3389/fpsyg.2022.1037332 https://doi.org/10.1080/15248372.2020.1832098 Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools 128 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 Pelegrina, S., Justicia-Galiano, M. J., Martín-Puga, M. E., & Linares, R. (2020). Math Anxiety and Working Memory Updating: Difficulties in Retrieving Numerical Information From Working Memory. Frontiers in Psychology, 11(April), 1–10. https://doi.org/10.3389/fpsyg.2020.00669 Pellizzoni, S., Cargnelutti, E., Cuder, A., & Passolunghi, M. C. (2022). The interplay between math anxiety and working memory on math performance: a longitudinal study. Annals of the New York Academy of Sciences, 1510(1), 132–144. https://doi.org/10.1111/nyas.14722 Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math Anxiety, Working Memory, and Math Achievement in Early Elementary School. Journal of Cognition and Development, 14(2), 187–202. https://doi.org/10.1080/15248372.2012.664593 Rice, J. (2019). Mathematics anxiety: what is known and what is still to be understood. In British Journal of Educational Studies (Vol. 67, Issue 4). https://doi.org/10.1080/00071005.2019.1622307 Rojas-Drummond, S., Torreblanca, O., Pedraza, H., Vélez, M., & Guzmán, K. (2013). “Dialogic scaffolding”: Enhancing learning and understanding in collaborative contexts. Learning, Culture and Social Interaction, 2(1), 11–21. https://doi.org/10.1016/j.lcsi.2012.12.003 Saleh, S., & Rahman, M. A. A. (2016). A study of students’ achievement in algebra: Considering the effect of gender and types of schools. European Journal of STEM Education, 1(1), 19–26. https://doi.org/10.20897/lectito.201603 Skwarchuk, S. L., Douglas, H., Cahoon, A., LeFevre, J. A., Xu, C., Roy, E., Simms, V., Wylie, J., Maloney, E. A., Osana, H. P., & Susperreguy, M. I. (2022). Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. Education Sciences, 12(8), 1–30. https://doi.org/10.3390/educsci12080513 Soleymani, B., & Rekabdar, G. (2010). The relationship between perfectionism dimensions and mathematics performance in Iranian students. Procedia - Social and Behavioral Sciences, 8(5), 453–457. https://doi.org/10.1016/j.sbspro.2010.12.062 Srimulyani, E. (2007). Muslim Women and Education in Indonesia: The pondok pesantren experience . Asia Pacific Journal of Education, 27(1), 85–99. https://doi.org/10.1080/02188790601145564 Suryadarma, D., Suryahadi, A., Sumarto, S., & Rogers, F. H. (2006). Improving student performance in public primary schools in developing countries: Evidence from Indonesia. Education Economics, 14(4), 401–429. https://doi.org/10.1080/09645290600854110 Taleb, Z., & Hassanzadeh, F. (2015). Toward Smart School: A Comparison between Smart School and Traditional School for Mathematics Learning. Procedia - Social and Behavioral Sciences, 171, 90–95. https://doi.org/10.1016/j.sbspro.2015.01.093 Tubagus, P., & Budiningsih, C. A. (2022). An Analysis of the Determining Factors of the Mathematical Problem-Solving Ability of the Students of Vocational High Schools in the Hinterland Area of Batam. Yogyakarta State University Waheed, H., & Mohamed, L. (2011). Secondary Students’ Attitude towards Mathematics in a Selected School of Maldives. International Journal of Humanities and Social Science, 1(15), 277–281. Google Scholar Wang, Z., Oh, W., Malanchini, M., & Borriello, G. A. (2020). The developmental trajectories of mathematics anxiety: Cognitive, personality, and environmental correlates. Contemporary Educational Psychology, 61(May), 101876. https://doi.org/10.1016/j.cedpsych.2020.101876 Yáñez-Marquina, L., & Villardón-Gallego, L. (2017). Math anxiety, a hierarchical construct: Development and validation of the scale for assessing math anxiety in secondary https://doi.org/10.3389/fpsyg.2020.00669 https://doi.org/10.1111/nyas.14722 https://doi.org/10.1080/15248372.2012.664593 https://doi.org/10.1080/00071005.2019.1622307 https://doi.org/10.1016/j.lcsi.2012.12.003 https://doi.org/10.20897/lectito.201603 https://doi.org/10.3390/educsci12080513 https://doi.org/10.1016/j.sbspro.2010.12.062 https://doi.org/10.1080/02188790601145564 https://doi.org/10.1080/09645290600854110 https://doi.org/10.1016/j.sbspro.2015.01.093 https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Waheed%2C+H.%2C+%26+Mohamed%2C+L.+%282011%29.+Secondary+Students%E2%80%99+Attitude+towards+Mathematics+in+a+Selected+School+of+Maldives.+International+Journal+of+Humanities+and+Social+Science%2C+1%2815%29%2C+277%E2%80%93281.&btnG= https://doi.org/10.1016/j.cedpsych.2020.101876 Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. 129 Islamic Guidance and Counseling Journal Vol. 6, No. 1, pp. 113-129, 2023 education. Ansiedad y Estres, 23(2–3), 59–65. https://doi.org/10.1016/j.anyes.2017.10.001 Yusuf, F. A. (2022). An Investigation on the Learning Barriers of Boarding School Students in terms of Different Dimensions of the Curriculum Implementation. Pegem Egitim ve Ogretim Dergisi, 13(1), 301–308. https://doi.org/10.47750/pegegog.13.01.33 Zakariya, Y. F. (2018). Development of Mathematics Anxiety Scale: Factor Analysis as a Determinant of Subcategories. Journal of Pedagogical Research, 2(2), 135–144. Google Scholar Zan, R., & Di Martino, P. (2008). Attitude Toward Mathematics: Overcoming the Positive/Negative Dichotomy. The Montana Mathematics Enthusiast, Monograph, 157– 168. Google Scholar Copyright holder : © Ningsih, E. F., Budiningsih, C. A., Sugiman, S., & Pamungkas, T. (2023) First publication right : Islamic Guidance and Counseling Journal This article is licensed under: CC-BY-SA https://doi.org/10.1016/j.anyes.2017.10.001 https://doi.org/10.47750/pegegog.13.01.33 https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Zakariya%2C+Y.+F.+%282018%29.+Development+of+Mathematics+Anxiety+Scale%3A+Factor+Analysis+as+a+Determinant+of+Subcategories.+Journal+of+Pedagogical+Research%2C+2%282%29%2C+135%E2%80%93144&btnG= https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Zakariya%2C+Y.+F.+%282018%29.+Development+of+Mathematics+Anxiety+Scale%3A+Factor+Analysis+as+a+Determinant+of+Subcategories.+Journal+of+Pedagogical+Research%2C+2%282%29%2C+135%E2%80%93144&btnG= https://scholar.google.com/scholar?hl=id&as_sdt=0%2C5&q=Zan%2C+R.%2C+%26+Di+Martino%2C+P.+%282008%29.+Attitude+Toward+Mathematics%3A+Overcoming+the+Positive%2FNegative+Dichotomy.+The+Montana+Mathematics+Enthusiast%2C+Monograph%2C+157%E2%80%93168.&btnG=