Abstract
This study aims to analyze the effect of learning interest and mathematics anxiety on the mathematics learning outcomes of students at SMA Negeri 2 Kuta Baro. A quantitative approach with a causal-associative method and an ex post facto design was employed. Data were gathered through questionnaires measuring learning interest and mathematics anxiety, alongside documentation of students' report card grades for learning outcomes, involving a total sample of 77 eleventh- and twelfth-grade students analyzed using descriptive statistics and multiple linear regression in IBM SPSS Statistics 26. Results showed mean scores of 17.66 for learning interest, 55.81 for mathematics anxiety, and 80.86 for learning outcomes. Partial testing revealed that neither learning interest (p=0.762>0.05) nor mathematics anxiety (p=0.621>0.05) had a significant effect on mathematics learning outcomes. Simultaneously, both variables showed no significant influence (F=0.131, p=0.878>0.05), with a coefficient of determination (R^2=0.004) indicating that they jointly accounted for only 0.4% of the variance, while the remaining 99.6% was affected by other unexamined factors; thus, learning interest and mathematics anxiety were not significant predictors of mathematics learning outcomes in this study.
