Abstract
Mathematics is one of the core subjects in junior high school that plays a crucial role in improving students’ academic performance; however, it often causes anxiety, which leads to decreased motivation and learning outcomes. This study aims to examine the effectiveness of STEM-based learning in reducing students’ math anxiety. The method used in this study is a quantitative approach with a quasi-experimental design utilizing a non-equivalent control group. The sample consisted of two classes with a total of 58 students: the experimental class had 29 students, and the control class also had 29 students. STEM-based learning was implemented through a project to build miniature bridges, designed to help students understand the concept of similarity by relating it to real-life situations. Data collection utilized a mathematics anxiety questionnaire with a Likert scale administered before and after the intervention. Data analysis was performed using the N-gain test and the t-test (independent samples t-test). The results of the study indicate that STEM-based learning was able to significantly reduce students’ levels of mathematical anxiety, as evidenced by the N-gain score in the experimental class of 0.78, which falls into the high category. Meanwhile, the t-test results showed a significance value of 0.000, < 0.05, indicating a significant difference between the experimental and control classes. The implications of this study are as follows: STEM-based learning can serve as an innovative alternative teaching strategy to create a more interactive learning environment, boost students’ self-confidence, and provide a more comfortable learning setting so that students do not feel stressed or anxious when learning mathematics.