A psychological perspective on students’ attitudes toward mathematics and self-confidence in contextual role-playing learning
Abstract
The research examined the implementation of contextual role-play learning and its relationship with students’ attitudes toward mathematics and self-confidence from a psychological perspective. A quantitative approach was employed using descriptive and inferential analyses. The population comprised Grade VII students enrolled at a public junior secondary school in rural Karanganyar, Surakarta, during the 2025/2026 academic year. Data were collected from March to May 2026. The sample consisted of 290 students aged 12–13 years, including 111 students who participated in contextual role-play learning and 179 students who participated in non-role-play learning. Participants were selected using cluster random sampling. Significant between-group differences were found in students’ attitudes toward mathematics (p = .004), particularly perceived anxiety (p < .001). The engaging, enjoyable, and cooperative environment created through role-play activities helped students participate more comfortably in mathematics lessons. Contextual role-play learning was also associated with higher mathematics self-confidence (p < .001), particularly in the self-confidence (p < .001) and success-orientation (p < .001) dimensions. Psychologically, contextual role-play learning supported confidence by reducing perceived anxiety and making mathematics more meaningful, interactive, and connected to real-life experiences. The findings suggest that contextual role-play activities can create a supportive learning environment that strengthens students’ confidence in achieving success in mathematics.
Keywords
Full Text:
PDFReferences
Alpacion, N. J. D., Camañan, C. T., Gregorio, A. J. L., Panlaan, J. M. R., & Tudy, R. A. (2014). Attitude, self-efficacy, and students’ academic performance in mathematics. IAMURE International Journal of Social Sciences, 12(1), 21–34.
Angelica, F. V., & Wulandari, F. (2025). The use of role-play in enhancing students’ confidence in speaking. ELSA, 6(1), 21–29.
Aranditio, S. (n.d.). Real and fun math play. Kompas. https://www.kompas.id/artikel/en-bermain-matematika-yang-nyata-dan-menyenangkan
Asp, L. (2026). Construct validity of a mixed-worded mathematics confidence scale: Relations with mathematics achievement in TIMSS 2019. Studies in Educational Evaluation, 88, 101562.
Aykan, A. (2024). The impact of the lesson study model on students’ mathematics achievement and attitudes: A mixed-methods research. International Journal for Lesson & Learning Studies, 13(4), 397–415.
Bachman, J., & Dierking, L. (2011). Co-creating playful environments that support children’s science and mathematics learning as cultural activity: Insights from home-educating families. Children Youth and Environments, 21(2), 294–311.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Researcher, 39(7), 525–536.
Barnett, L. A. (2007). The nature of playfulness in young adults. Personality and Individual Differences, 43(4), 949–958.
Bernier, J., Heyer, N., Su, M., Yan, L., Ha, J., Islam, R., Jordan, M., & Nelson, B. (2026). A design-based approach to playful algebra learning with DragonBox Algebra. Digital Experiences in Mathematics Education, 1–35.
Bt Wan Ahmad, W. F., Bt Shafie, A., & Bin Abd Latif, M. H. A. (2010). Role-playing game-based learning in mathematics. Electronic Journal of Mathematics & Technology, 4(2).
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343–358. https://doi.org/10.1080/17439880601021967
DePascale, M., & Ramani, G. B. (2025). The role of math games for children’s early math learning: A systematic review. Journal of Numerical Cognition, 11, 1–24.
Dondio, P., Gusev, V., & Rocha, M. (2023). Do games reduce maths anxiety? A meta-analysis. Computers & Education, 194, 104650.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Ellis, A. B., Horne, D., Bloodworth, A., & Ely, R. (2025). From mathematical play to playful math. The Journal of Mathematical Behavior, 78, 101235.
Facultada, E. B., & Sebialb, S. C. L. (2019). Development and validation of a Mathematics Attitude Scale (MAS) for high school students in Southern Philippines. Development, 8(7).
Fathurrahman. (2024). Contextual teaching and learning: An approach to improving students’ mathematics learning outcomes. Jurnal Ilmiah Mandala Education (JIME), 10(2). https://doi.org/10.58258/jime.v10i2.6861
Hajjar, S. T. EL. (2018). Statistical analysis: Internal-consistency reliability and construct validity. International Journal of Quantitative and Qualitative Research Methods, 6(1), 27–38.
Hasanah, W., Dewanti, S. S., & Listriyah, L. (2024). Role playing as contextual learning to improve mathematical communication skills of madrasah ibtidaiyah students. JINoP (Jurnal Inovasi Pembelajaran), 10(2), 211–221.
House, J. (2000). Student self-beliefs and science achievement in Ireland: Findings from the Third International Mathematics and Science Study (TIMSS). International Journal of Instructional Media, 27(1), 107–115.
Kaplan, T. (1992). Reducing student anxiety in field work: Exploratory research and implications. The Clinical Supervisor, 9(2), 105–117.
Khasbani, I., & Seli, F. Y. (2021). The impact of role-play on students’ speaking performance. Linguists: Journal of Linguistics and Language Teaching, 7(1), 1–9.
Kinasih, I. P., & Hardiani, N. (2020). Role playing and the changing of teacher understanding to middle school mathematics lesson planning within the ELPSA framework. Jurnal Pendidikan Matematika, 14(2), 183–198.
Madadizadeh, F., & Bahariniya, S. (2025). Tutorial on internal consistency assessment by Cronbach’s alpha and McDonald’s omega. Perioperative Care and Operating Room Management, 41, 100568. https://doi.org/10.1016/j.pcorm.2025.100568
Maldin, S. A., & Sianipar, B. (2025). Role play to alleviate speaking anxiety: Action research in ESP class of Batam Tourism Polytechnic. Cahaya Pendidikan, 11(1), 43–55.
Masruroh, F., Dinarti, S., & Qomarijah, O. N. (2025). The effect of role-playing game learning media on mathematics learning outcomes of Grade VIII students at SMP Islam Cendekia Harapan Jombang. Electronic Journal of Education, Social Economics and Technology, 6(2), 1007.
Moreno, J. L. (1946). Ce texte a connu deux traductions françaises qui sont en fait totalement différentes. Psychodrama, 1.
Nurmi, A., Hannula, M., Maijala, H., & Pehkonen, E. (2003). On pupils’ self-confidence in mathematics: Gender comparisons. International Group for the Psychology of Mathematics Education, 3, 453–460.
Nurrosyadah, N., & Susanti, E. (2026). Students’ perceptions of role-playing games in mathematics learning: A descriptive study. Jurnal VARIDIKA, 170–184.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341.
Pitsia, V., Biggart, A., & Karakolidis, A. (2017). The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163–173.
Pramesti, G. (2017). Statistika penelitian dengan SPSS 24. Elex Media Komputindo.
Reynolds, K., Khorramdel, L., & von Davier, M. (2022). Can students’ attitudes towards mathematics and science be compared across countries? Evidence from measurement invariance modeling in TIMSS 2019. Studies in Educational Evaluation, 74, 101169.
Ritonga, H. A., Dwiprabowo, R., & Suhel, A. R. (2025). Boosting students’ math performance through contextual teaching and number card games. International Conference on Education, 4, 112–118.
Salsabila, E. A., Habibah, S., & Rahmawati, Z. D. (2026). Contextual FPB Fun Day improves numeracy literacy and conceptual understanding: FPB Fun Day kontekstual meningkatkan literasi numerasi dan pemahaman konsep. Academia Open, 11(1), 1021070.
Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In Handbook of research on mathematics learning and teaching (A. D. Grou, pp. 334–370).
Somakim, Darmawijoyo, Eliyati, N., & Y. (2019). Design of mathematics learning by using role playing to investigate the self-efficacy ability. Journal of Physics: Conference Series, 1166, 012034.
Taufik, A., Azizah, I. N., & ZA, H. A. (2024). Role-playing game (RPG): Educational game for learning mathematics. AMCA Journal of Science and Technology, 4(1), 5–9.
Toyib, A. R., & Syafi’i, A. (2018). Role-play as a method to overcome students’ anxiety in speaking skill. Efektor, 5(1), 50–53.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Williams, H. (2015). Primary mathematics. https://www.m-a.org.uk
Xiao, H., Yang, J., Zhang, J., Li, H., & Yu, X. (2025). Longitudinal relationship between mathematics learning engagement and children’s mathematics achievement: Different roles of children’s mathematics anxiety and positive parenting style. Learning and Individual Differences, 122, 102747.
DOI: https://doi.org/10.21107/personifikasi.v17i1.34690
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Getut Pramesti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Personifikasi by Universitas Trunojoyo Madura is licensed under a Creative Commons Attribution 4.0 International License.