The Effect of Hypnotherapy on Students’ Anxiety Levels and Learning Motivation in Mathematics at SMPN 252 Jakarta

Abstract

Mathematics anxiety and low learning motivation are psychological factors that may hinder students’ academic achievement. Emotional-based learning approaches are needed to create a more effective and humanistic learning process. This study aimed to analyze the effect of hypnotherapy on students’ anxiety levels and learning motivation in mathematics at SMPN 252 Jakarta. A quantitative method with a quasi-experimental pretest–posttest control group design was employed. The sample consisted of 52 students divided into an intervention group (26 students) and a control group (26 students). Data were collected through questionnaires administered before and after the intervention and analyzed using the Wilcoxon test and paired sample test. The results showed a significant decrease in anxiety levels in the intervention group from 9.346 to 5.250 (p = 0.000) and a significant increase in learning motivation from 54.827 to 76.173 (p = 0.000). The control group showed no significant changes in anxiety (p = 0.180) or motivation (p = 0.745). It can be concluded that hypnotherapy is an effective psychoeducational intervention to reduce mathematics anxiety and enhance students’ learning motivation.