MATH ANXIETY AS A PREDICTOR OF MATH COMMUNICATION ABILITY ON SENIOR HIGH SCHOOL STUDENTS

Math anxiety is one of the aspects that plays a role in the form of talent that students have, so that if math anxiety can be controlled properly, so this aspect also has an important effect on students' math communication ability. This research aims to determine math anxiety as a predictor of the math communication ability of high school students. The sample in this research was at SMAN 10 Bekasi in semester 1 of the 2022-2023 academic year class XII. The research method used is the correlational research method. The sampling technique used is Simple Random Sampling. The sample taken was 58 students. The results of the research instrument test were obtained by testing the math communication ability test instrument as many as 5 questions and the math anxiety questionnaire instrument as many as 32 questions. The results of the research instrument test were obtained by testing the math communication ability test instrument as many as 5 questions and the math anxiety questionnaire instrument as many as 32 questions. The results of this study are that there is an 8.8% relationship between math anxiety and math communication ability. Math communication ability is not only influenced by math anxiety but there are many other factors of 91.2% that affect math communication ability. So, students' communication ability cannot yet be said to be ideal. Because the average student does not have the math communication ability to ask questions and in solving math problems still depends on his friends. Meanwhile, students who have good grades are mostly due to often practicing questions at home and have the active to ask the teacher.


INTRODUCTION
and Moore mentioned that math anxiety is a condition that includes emotions of fear, tension, and discomfort felt by some individuals in situations involving math and can interfere with the performance of one's math tasks (Hidayati and Armiati 2021a).
Each student has different anxieties, depending on the student's penchant and inclination to a particular subject (Ulya, 2016). If during math learning students experience characteristics such as feeling panic, confusion, depression, anxiety accompanied by various psychological reactions, such as sweating and pale face, then the student is experiencing math anxiety (Stella 2022). Math anxiety can result in students having difficulty in learning mathsuch as not being able to solve math problems creatively and low math anxiety ability of students (Anita, 2014). Students' math anxiety can also hinder students in learning (Afifah 2020). This happens because students who have high anxiety can experience errors in writing math symbols, the meaning of math models, and students' inconsistency in the use of math symbols (Ikhsan 2019). Anxiety will have a good impact if the anxiety can still be controlled and in a reasonable category (Kusumawati and Nayazik 2017). It can be concluded in these various studies that the math anxiety aspect has a correlation as a positive predictor of students' math communication ability.
According to (Cooke et al. 2011) student anxiety can be identified from 4 aspects, namely cognitive, math knowledge / understanding, attitude and somatic. On the cognitive aspect refers to changes in a person's cognitive abilities related to math, such as not being able to think clearly or forgetting the things they usually remember. The aspect of math knowledge or so-called affective aspects is related to math knowledge, such as the emergence of the thought that they have sufficient knowledge about math subjects. The attitude aspect or can be called the psychomotor aspect is related to attitude, for example, students become insecure when asked to do questions. Somatic aspects refer to changes in the body or physical condition of students, such as feeling weak, hands becoming cold, sweating, heart beating fast, abdominal pain and trembling according to Sintawati in (Haerunnisa and Imami 2022) Basicly math anxiety should not be a problem, if it's still in a reasonable level, since in reality anxiety is also necessary in learning for student learning motivation (Santri 2017). This is in line with the opinion (Ulya and Rahayu, 2017) states that, if the level of anxiety experienced is not too much, then the anxiety is positive, so it can be used as motivation, but if the level of anxiety is too high, then the anxiety has a negative value because it can interfere with the physical and psychic state of the student.
Several previous studies have found many negative impacts of math anxiety on math learning itself, including research conducted by (Hidayati and Armiati 2021b), it was obtained that math anxiety has a significant effect on students' math learning outcomes partially, which means that if students want to get high math communication ability, students must suppress or control their anxiety. This research conducted by (Asyri et al., 2021) the higher the anxiety of a student, there will be a tendency for the student's math communication ability to decrease. The research conducted by (Sugandi and Bernard, 2018) shows the existence of a significant relationship among math anxiety and math communication ability.
Based on the foregoing, researchers are interested in conducting research on math anxiety. The problem that will be the topic of research in this research is to find out math anxiety as a predictor of the math communication ability of senior high school students. The purpose of this research is to determine math anxiety as a predictor of the math communication ability of senior high school students. From several explanations related to the problem above, then, researchers are interested in conducting a research with the title "Math Anxiety as a Predictor of The Math Communication Ability on Senior High School Students".

METHODS
The method carried out in this research is a correlational research method. This research was conducted in the odd semester of the 2022/2023 school year. This research aims to determine math anxiety as a predictor of the math communication ability of high Data collection was carried out through questions in the form of questionnaires adopted from Qausarina in (Haerunnisa and Imami, 2022) where the questionnaire contained statements containing cognitive, affective, psychomotor and somatic aspects of math anxiety.
Some of the statement items on the questionnaire "Saat di kelas saya memahami materi matematika, tetapi ketika kembali ke rumah saya lupa materi yang telah dipelajari  Math anxiety data and math communication ability were processed using SPSS Statistic 24 using simple linear regression analysis and correlational analysis. The prerequisite tests of

RESULTS AND DISCUSSION
The data collected in this research are data on students' math anxiety scores and math communication ability. Math anxiety data is obtained by distributing questionnaires and math communication ability data is obtained by question tests. The following is presented a description of the data from the research The data obtained are analyzed with normality test, lineriarity test, correlation test. Based on the results of the analysis of math anxiety data and the math communication ability of students, the normality test results from table 2. It can be seen from the table above that the data is already distributed normally because the value of sig.α > 0,05 is 0,052 > 0.05.
Then is to conduct a linearity test among the math anxiety questionnaire and the math communication ability test. Here are the results of the linearity test: It can be seen from the table above that there is a linear relationship among math anxiety and math communication ability. This is because the level of syignifiability of Deviation from Linearity is > 0,05 which is 0,263 > 0,05.
From the table Anova obtained information among math anxiety and math communication ability. However, to find out the correlation or relationship of the variables x and y has a positive or negative effect, a correlation test can be carried out (Asyri et al., 2021). The correlation table informs that the pearson correlationya value is 0,024 with a sig.
(2-tailed) 0,297. This means that the two variables have a positive relationship because 0,297 > 0,05. it says positive because in the correlation table it is all positive.
Next is regression testing. Regression tests are performed to determine whether there is an effect of math anxiety on math communication ability. Regression itself has several aspect results, namely the Model Summary, ANOVA Table, and coefficients table. Here are the results of regression testing: To see the effect given, you can see the R Square table. The value of R Square in table 5 that the correlation value among the two variables above is 0,297. Furthermore, the coefficient of determination (R Square) is 0.088. This means that the predictor of math communication when researching against math anxiety has an effect of only 0.088 or 8.8%.
Thus, it was concluded that there was no significant value among math anxiety and students' math communication ability (Anita, 2014). Then, math anxiety as a predictor is also very weak with 8.8% due to math communication ability of 91.2% and effect by other factors.  Table 4 shows the results of calculated F value is 5,410 with a significance level of 0,024 < 0,05. Then it can be known that there is a positive effect of math anxiety on students' math communication abilitys. Thus what can improve math communication ability is by creating a pleasant learning atmosphere so that students can feel calm and relaxed in learning math. Learning that is not centered only on the teacher, so that students feel involved and considered important in the learning process can also be an alternative to create conducive learning conditions (Sakarti and Susanti, 2016).

CONCLUSION
Based on research that has been carried out by class XII students of SMAN 10 Bekasi, it is known that the factors that affect math communication ability are not only math anxiety as a predictor of many other factors that affect math communication ability which has 91.2% and math anxiety as a predictor is also very weak with 8.8% because it is effect by other factors. This means that the higher the student's math anxiety, the lower the student's math communication ability, and vice versa, the lower the student's math anxiety, the higher the student's math communication ability. These abilities can differ in individuals from each math anxiety, where one individual can have better abilities than other individuals from the same category supported by learning insights or outside of home schooling. Future research needs to be carried out to examine the math communication ability possessed by students so that the right solution can then be found to be able to reduce students' math anxiety.