How do different learning models affect the vocational students’ mathematical critical thinking and anxiety?
DOI:
https://doi.org/10.12928/ijei.v7i3.16090Keywords:
contextual teaching and learning, mathematical critical thinking, mathematics anxiety, problem-based learning, vocational high schoolAbstract
This study investigates how different learning models affect students’ mathematical critical thinking skills while considering their levels of mathematics anxiety. In vocational education, mathematics is expected not only to enhance conceptual understanding but also to develop students’ ability to critically solve real-world problems. To explore this issue, a 2 × 3 factorial experimental design was applied, involving two instructional models, namely CTL and PBL, as well as three categories of mathematics anxiety (high, moderate, and low). The study involved 44 tenth-grade students from SMK Muhammadiyah 1 Yogyakarta in the 2025/2026 academic year, selected through simple random sampling. Using a mathematical critical thinking test and a mathematics anxiety questionnaire, the data were collected and then analyzed with Aligned Rank Transform ANOVA due to violations of parametric assumptions. The findings reveal that there was no significant difference in students’ mathematical critical thinking scores between the CTL and PBL groups (p = 0.914). Likewise, no significant differences were found across the levels of mathematics anxiety (p = 0.380). In addition, the interaction between learning models and mathematics anxiety was also not significant (p = 0.591). These results suggest that CTL and PBL lead to relatively similar levels of mathematical critical thinking performance, and that mathematics anxiety does not significantly differentiate students’ outcomes in this context. Overall, the study highlights that both learning models yield comparable outcomes, while students’ psychological conditions should still be considered in mathematics instruction.
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