The relationship between creative self-efficacy, mathematics anxiety and mathematics achievement in online learning

Abstract

Online learning is one of settling to the learning system throughout the pandemic of Covid 19. Online learning is learning that is done using applications that are connected to the internet or a network. Online learning is executed by face-to-face interaction or indirect interaction among lecturers and students using various learning platforms. The interaction between lecturers and students indirectly changes the habit of direct interaction in learning. This has a psychological impact on both lecturers and students. The aim of study is to determine the influence of creative self-efficacy and mathematics anxiety to students' mathematics learning outcomes. Type of research is a quantitative research. Data were collected by giving questionnaires and documentation of learning outcomes. The data analysis technique was carried out by testing classical assumptions and hypotheses. The result shows that there is no influence of creative self-efficacy and math anxiety on learning outcomes either partially or simultaneously.