1. Ab Aziz, N. F., & Maat, S. M. (2021). Kesediaan dan Efikasi Guru Matematik Sekolah Rendah dalam Pengintegrasian Teknologi Semasa Pandemik COVID-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(8), 93–108. https://doi.org/10.47405/ mjssh.v6i8.949
2. Aksu, Z., & Kul, Ü. (2019). The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety. SAGE Open, 9(3). https://doi.org/10.1177/2158244019871049
3. Althauser, K. L. (2017). The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers’ Mathematics Efficacy. Journal of Education and Learning, 7(1), 53. https://doi.org/10.5539/jel.v7n1p53
4. Antara, H., Dengan Kepercayaan, K., Pengajaran, E., Guru, M., Perkhidmatan, P., Khas, P., Nazri, M., Rahman, A., Ali, R., Yusof, @, Siti, &, & Harun, N. (2021). International Journal of Education and Training. In International Journal of Education and Training (InjET) (Vol. 7). Oktober. http://www.injet.upm.edu.my
5. Antara, H., Dengan Kepercayaan, K., Pengajaran, E., Guru, M., Perkhidmatan, P., Khas, P., Nazri, M., Rahman, A., Ali, R., Yusof, @, Siti, &, & Harun, N. (2021). International Journal of Education and Training. In International Journal of Education and Training (InjET) (Vol. 7). Oktober. http://www.injet.upm.edu.my
6. Artemenko, C., Masson, N., Georges, C., Nuerk, H. C., & Cipora, K. (2021). Not all elementary school teachers are scared of math. Journal of Numerical Cognition, 7(3), 275–294. https://doi.org/10.5964/jnc.6063
7. Atsoniou, M. (2020). Researching Teaching Self-Efficacy of Pre-School Teachers. OALib, 07(06), 1–20. https://doi.org/10.4236/oalib.1106447
8. Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics teacher’s self-efficacy of technology integration and technological pedagogical content knowledge. Journal on Mathematics Education, 11(2), 256–276. https://doi.org/10.22342/jme.11.2.10818. 259-276
9. Binti Ahmad Fuad, N. I., & Maat, S. M. (2020). Sorotan Literatur Bersistematik: Faktor Stres dalam kalangan Guru Matematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(11), 167–173. https://doi.org/10.47405/mjssh.v5i11.554
10. Boyd, W., Foster, A., Smith, J., & Boyd, W. E. (2014). Feeling Good about Teaching Mathematics: Addressing Anxiety amongst Pre-Service Teachers. Creative Education, 05(04), 207–217. https://doi.org/10.4236/ce.2014.54030
11. BPK. (2015). KSSM Matematik Dokumen Standard Kurikulum dan Pentaksiran Tingkatan 1. Bahagian Pembangunan Kurikulum, 83. http://bpk.moe.gov.my/index.php/terbitan-bpk/kurikulum-sekolah-menengah/category/331-dskp-tingkatan-4-dan-5-gabung?download=2753:dskp-kssm-matematik-tingkatan-4-dan-5
12. Briley, J. S. (2012). IUMPST: The Journal. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5(August), 1–13.
13. Bulut, I., & Topdemir, S. (2018). The math teachers’ self-efficacy beliefs about classroom management (a case study of elementary schools in diyarbakir). European Journal of Educational Research, 7(3), 639–652. https://doi.org/10.12973/eu-jer.7.3.639
14. Burte, H., Gardony, A. L., Hutton, A., & Taylor, H. A. (2020). Elementary teachers’ attitudes and beliefs about spatial thinking and mathematics. Cognitive Research: Principles and Implications, 5(1). https://doi.org/10.1186/s41235-020-00221-w
15. Çelik, M. (2021). Investigation of Teacher Candidates’ Teaching Maths Anxiety and Teaching Maths Competencies. International Journal of Progressive Education, 17(6), 158–167. https://doi.org/10.29329/ijpe.2021.382.11
16. Chalong, G., Tawisook, M., & Ratanaolarn, T. (2017). Development of Mathematics and Science Teacher Competencies through Coaching. Creative Education, 08(13), 2049–2063. https://doi.org/10.4236/ce.2017.813139
17. Chang, Y. L. (2015). Examining relationships among elementary mathematics teachers’ efficacy and their students’ mathematics self-efficacy and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1307–1320. https://doi.org/10.12973/eurasia.2015.1387a
18. D’Agostino, A., Schirripa Spagnolo, F., & Salvati, N. (2022). Studying the relationship between anxiety and school achievement: evidence from PISA data. Statistical Methods and Applications, 31(1), 1–20. https://doi.org/10.1007/s10260-021-00563-9
19. Dan, P., Instrumen, P., & Terhadap, S. (2020). JuKu JuKu. 1–11.
20. Dofková, R. (2019). Evaluation of self-efficacy in prospective primary school teachers in the context of mathematics teaching. Problems of Education in the 21st Century, 77(2), 244–253. https://doi.org/10.33225/pec/19.77.244
21. Ganley, C. M., Schoen, R. C., LaVenia, M., & Tazaz, A. M. (2019). The Construct Validation of the Math Anxiety Scale for Teachers. AERA Open, 5(1), 233285841983970. https://doi.org/10.1177/2332858419839702
22. Gerez Cantimer, G. (2021). Thematic Analysis of Studies on Mathematics Teaching Anxiety. International Journal of Psychology and Educational Studies, 8(1), 135–147. https://doi.org/10.17220/ijpes.2021.8.1.271
23. Gresham, G. (2018). Preservice to inservice: does mathematics anxiety change with teaching experience? Journal of Teacher Education, 69(1), 90–107. https://doi.org/10.1177/ 0022487117702580
24. Gresham, G. (2018). Preservice to inservice: does mathematics anxiety change with teaching experience? Journal of Teacher Education, 69(1), 90–107. https://doi.org/10.1177/00 22487117702580
25. Gresham, G. (2021). Exploring Exceptional Education Preservice Teachers’ Mathematics Anxiety. International Journal for the Scholarship of Teaching and Learning, 15(2). https://doi.org/10.20429/ijsotl.2021.150213
26. Hamdan, A. R., Mustafa, M. F., Taha, H., Kebangsaan, S., Abdul, S., Kuantan, K., Kelab, J., Jaya, B., Tengku, J. K. L., Lipis, K., Sains, F., Pendidikan, U., Idris, S., & Malim, T. (2021). Hubungan di antara Kebimbangan , Keyakinan dan Sikap Guru dengan Pencapaian Matematik Murid Sekolah Rendah The Relationship Between Teachers ’ Anxiety , Confidence , and Attitudes with Mathematics Achievement of Primary School Pupils Abstrak. Journal of Science and Mathematics Letters, Vol 9, Issue 2, 2021 (49-61) ISSN 2462-2052, EISSN 2600-8718, 9(2), 49–61.
27. Hariyanti, A. H., Maheran, B., & Azizah, S. (2019). Pengaruh Efikasi Kendiri Terhadap Motivasi Dan Pencapaian Akademik Siswa Pendidik. Jurnal IPDA, 26, 104–113. http://103.8.145.246/index.php/ipda/article/view/8209
28. Hidayah, M., & Forgasz, H. (2020). A comparison of mathematical tasks types used in Indonesian and Australian textbooks based on geometry contents. Journal on Mathematics Education, 11(3), 385–404. https://doi.org/10.22342/JME.11.3.11754. 385-404
29. Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szucs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45–53. https://doi.org/10.1016/j.lindif.2016.02.006
30. Hunt, T. E., & Sari, M. H. (2019). An English Version of the Mathematics Teaching Anxiety Scale. International Journal of Assessment Tools in Education, 6(3), 436–443. https://doi.org/10.21449/ijate.615640
31. Isiksal, M. (2010). The Relationship Among Mathematics Teaching Efficacy, Math Anxiety, and Mathematical Self-Concept: The Case of Turkish Pre-Service Elementary Teachers. In The Asia-Pacific Education Researcher (Vol. 19).
32. Ismail, N. A., Abd Wahid, N., Norsuhada, D., & Hasan, M. (2019). Meningkatkan Efikasi Kendiri Guru di Malaysia Terhadap Kecenderungan Pembelajaran Generasi Z dan Alpha. Journal of Management and Operation Research, 1(13), 1.
33. Ismail, N. A., Abd Wahid, N., Norsuhada, D., & Hasan, M. (2019). Meningkatkan Efikasi Kendiri Guru di Malaysia Terhadap Kecenderungan Pembelajaran Generasi Z dan Alpha. In Journal of Management and Operation Research (Vol. 1, Issue 13).
34. Issa Nasiru Olokooba, Rotimi William Okunloye Aliyu a. Abdulsalam, I. N. B. (2017). Malaysian Online Journal of Educational Nike. Mjs.Um.Edu.My, 2(April), 157–166. http://mojem.um.edu.my
35. Karunakaran, M. S. (2020). Opportunities to decrease elementary prospective teachers’ mathematics anxiety. Mathematics Enthusiast, 17(2–3), 469–492. https://doi.org/10.54870/1551-3440.1495
36. Kebimbangan Guru, T., Rendah, S., Terhadap, K., Sains, P., Matematik, D., & Rajab, A. (2005). Malaysia dynamic View project. https://www.researchgate.net/publication/ 41822853
37. Kementerian Pendidikan Malaysia. (2019). SPI Bil 6 Tahun 2019 Pelaksanaan KSSM Menengah Atas dan Pakej Mata Pelajaran Tahun 2020.pdf (pp. 1–14). https://www.moe.gov.my/pekeliling/3054-spi-bil-6-tahun-2019-pelaksanaan-kssm-menengah-atas-dan-pakej-mata-pelajaran-tahun-2020/file
38. Kementerian Pendidikan Malaysia. (2020). Jilid 21/2020 (Vol. 21, Issue ISSN 1511-6530).
39. Kerja, K. K., Kendiri, E., Keusahawanan, T. L., Kerjaya, E., Graduan, K., Hazwani, N., Sheerad, H. &, & Abstrak, S. (n.d.). Work Readiness Skills, Self-Efficacy, Entrepreneurial Behavior and Career Exploration among Graduates. Akademika, 90, 155–165. https://doi.org/10.17576/akad-2020-90IK3-12
40. Kouli, S. (2021). Sources Instructional Effectiveness of Mathematics Teachers. OALib, 08(01), 1–10. https://doi.org/10.4236/oalib.1107125
41. KPM. (2014). Elemen Kbat Dalam Kurikulum. Kementerian Pendidikan Malaysia, 1–14.
42. Kssm, M., & Tingkatan, F. (2021). MODUL FIZIK KSSM MODULE PHYSICS KSSM TINGKATAN 4 FORM 4 TAHUN 2021 YEAR 2021 SKEMA JAWAPAN ANSWER SCHEME BAB 5 GELOMBANG CHAPTER 5 WAVE BAB 6 CAHAYA DAN OPTIK CHAPTER 6 LIGHT AND OPTICS. 1–29.
43. Kyriacou. (1987). Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to L. October, 1785–1799.
44. Liana, A. (n.d.). Efikasi Kendiri Guru Prasekolah (p. 9). https://www.academia.edu/ 3697849/Efikasi_kendiri_guru_prasekolah
45. Mahmud, S. N. D., Nasri, N. M., Samsudin, M. A., & Halim, L. (2018). Science teacher education in Malaysia: Challenges and way forward. Asia-Pacific Science Education, 4(1). https://doi.org/10.1186/s41029-018-0026-3
46. McMinn, M., & Aldridge, J. (2020). Learning environment and anxiety for learning and teaching mathematics among preservice teachers. Learning Environments Research, 23(3), 331–345. https://doi.org/10.1007/s10984-019-09304-y
47. Md Idrus, N., & Maat, S. M. (2021). Sorotan Literatur Bersistematik: Komponen Efikasi Kendiri dalam Pendidikan Matematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(1), 96–105. https://doi.org/10.47405/mjssh.v6i1.623
48. Md Idrus, N., & Maat, S. M. (2021). Sorotan Literatur Bersistematik: Komponen Efikasi Kendiri dalam Pendidikan Matematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(1), 96–105. https://doi.org/10.47405/mjssh.v6i1.623
49. Merç, A. (n.d.). Teaching anxiety of student teachers from different disciplines. https://www.researchgate.net/publication/289537851
50. Moody, V. R., & DuCloux, K. K. (2015). Mathematics Teaching Efficacy among Traditional and Nontraditional Elementary Pre-Service Teachers. European Journal of Science and Mathematics Education, 3(2), 105–114.
51. Nazri, M., Rahman, A., Yusof, R. A., & Harun, S. N. (2021). InjET. 7, 1–7.
52. Newton, K. J., Leonard, J., Evans, B. R., & Eastburn, J. A. (2012). Preservice Elementary Teachers’ Mathematics Content Knowledge and Teacher Efficacy. School Science and Mathematics, 112(5), 289–299. https://doi.org/10.1111/j.1949-8594.2012. 00145.x
53. Olson, A. M., & Stoehr, K. J. (2019). From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety. School Science and Mathematics, 119(2), 72–82. https://doi.org/10.1111/ssm.12320
54. Ozdemir, E., & Seker, B. S. (2017). Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes. International Education Studies, 10(11), 1. https://doi.org/10.5539/ies.v10n11p1
55. Ozkal, N. (2019). Relationships between self-efficacy beliefs, engagement and academic performance in math lessons. Cypriot Journal of Educational Sciences, 14(2), 190–200. https://doi.org/10.18844/cjes.v14i2.3766
56. Parsons, J. S. (1973). Assessment of Anxiety About Teaching Using the Teaching Anxiety Scale: Manual and Research Report. Research and Development Center for Teacher Education, 1–55.
57. Patkin, D., & Greenstein, Y. (2020). Mathematics anxiety and mathematics teaching anxiety of in-service and pre-service primary school teachers. Teacher Development, 24(4), 502–519. https://doi.org/10.1080/13664530.2020.1785541
58. Peker, M., & Ulu, M. (2018). The effect of pre-service mathematics teachers’ beliefs about mathematics teaching-learning on their mathematics teaching anxiety. International Journal of Instruction, 11(3), 249–264. https://doi.org/10.12973/iji.2018.11318a
59. Polizzi, S. J., Zhu, Y., Reid, J. W., Ofem, B., Salisbury, S., Beeth, M., Roehrig, G., Mohr-Schroeder, M., Sheppard, K., & Rushton, G. T. (2021). Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00275-2
60. Rahayu, L. P. (2021). Teachers’ Sense of Efficacy Scale: Confirming the Factor Structure on Indonesian Elementary Teachers. İlköğretim Online, 20(1), 563–574. https://doi.org/10.17051/ilkonline.2021.01.47
61. Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement. AERA Open, 4(1), 233285841875605. https://doi.org/10.1177/2332858418756052
62. Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement. AERA Open, 4(1), 1–13. https://doi.org/10.1177/2332858418756052
63. Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement. AERA Open, 4(1), 233285841875605. https://doi.org/10.1177/2332858418756052
64. Ren, L., & Smith, W. M. (2018). Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes. Journal of Mathematics Teacher Education, 21(4), 321–350. https://doi.org/10.1007/s10857-017-9365-3
65. Saad, N. S., Mohamed, Z., Musa, M., & Boon, L. K. (2010). Standard Kecemerlangan Pengajaran Matematik ( Set @ Math ): Satu Cadangan bagi Meningkatkan Kualiti Pengajaran Guru Matematik. Jurnal Sains Dan Matematik, 2(1), 40–55.
66. Sandaraj, M., & Hashim, H. (2022). Establishing the Relationship between Teacher Efficacy and Malaysian Primary Pupils’ Achievement in Formative Reading Assessment. Creative Education, 13(02), 491–503. https://doi.org/10.4236/ce.2022.132029
67. Sasser, J. (2004). Elementary Teachers’ Perceived Mathematics Anxiety And Elementary Teachers’ Perceived Mathematics Anxiety And Teaching Efficacy In Relationship To Students’ Mathematics Teaching Efficacy In Relationship To Students’ Mathematics Achievement Achievement. 2010, 2004–2019. http://library.ucf.edu
68. Sasser, J. (2004). Elementary Teachers’ Perceived Mathematics Anxiety And Elementary Teachers’ Perceived Mathematics Anxiety And Teaching Efficacy In Relationship To Students’ Mathematics Teaching Efficacy In Relationship To Students’ Mathematics Achievement Achievement. http://library.ucf.edu
69. Saundarajan, K., Osman, S., Daud, M. F., Abu, M. S., Pairan, M. R., & Kumar, J. A. (2020). Learning algebra using augmented reality. International Journal of Emerging Technologies in Learning, 15(16), 123–133. https://doi.org/10.3991/ijet.v15i16. 10540
70. Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2021). Elementary school teachers’ math anxiety and students’ math learning: A large-scale replication. Developmental Science, 24(4), 1–7. https://doi.org/10.1111/ desc.13080
71. Seker, P. T., & Alisinanoglu, F. (2015). Self-Efficacy Scale of Pre-School Teachers towards Mathematics Education in Pre-School Period. Creative Education, 06(02), 204–210. https://doi.org/10.4236/ce.2015.62018
72. Şeker, P. T., & Alisinanoğlu, F. (2015). A Survey Study of the Effects of Preschool Teachers’ Beliefs and Self-Efficacy towards Mathematics Education and Their Demographic Features on 48 - 60-Month-Old Preschool Children’s Mathematic Skills. Creative Education, 06(03), 405–414. https://doi.org/10.4236/ce.2015.63040
73. Syuhada, N., & Retnawati, H. (2020). Mathematics teaching anxiety in novice teacher. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/ 1/012039
74. Syuhada, N., & Retnawati, H. (2020). Mathematics teaching anxiety in novice teacher. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012039
75. Szczygieł, M. (2020). When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year. Social Psychology of Education, 23(4), 1023–1054. https://doi.org/10.1007/ s11218-020-09570-2
76. Takunyaci, M. (2021). Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process. Education Quarterly Reviews, 4(2), 396–407. https://doi.org/10.31014/aior.1993.04.02.289
77. Thurm, D., & Barzel, B. (2019). Self-efficacy–the final obstacle on our way to teaching mathematics with technology? … Congress of the European Society for …. https://hal.archives-ouvertes.fr/hal-02417082/
78. Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM - Mathematics Education, 52(7), 1411–1422. https://doi.org/10.1007/s11858-020-01158-6
79. Unlu, M., Ertekin, E., & Dilmac, B. (2017). Predicting relationships between mathematics anxiety, mathematics teaching anxiety, self-efficacy beliefs towards mathematics and mathematics teaching. International Journal of Research in Education and Science, 3(2), 636–645. https://doi.org/10.21890/ijres.328096
80. Velasco, R. C. L., Hite, R., & Milbourne, J. (2022). Exploring Advocacy Self-efficacy Among K-12 STEM Teacher Leaders. International Journal of Science and Mathematics Education, 20(3), 435–457. https://doi.org/10.1007/s10763-021-10176-z
81. Vojíř, K. (2010). Issn 1648-3898 Issn 2538-7138 Preferred Chemistry Curriculum Perspective : Teachers ’ Perception of Lower-Secondary School. 316–331.
82. Wilson, S. (2018). Understanding Maths Anxiety in Pre-Service Teachers Through a Quality of Life Framework. International Journal of Child, Youth and Family Studies, 9(4), 168–187. https://doi.org/10.18357/ijcyfs94201818646
83. Yada, A., Björn, P. M., Savolainen, P., Kyttälä, M., Aro, M., & Savolainen, H. (2021). Pre-service teachers’ self-efficacy in implementing inclusive practices and resilience in Finland. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021. 103398
84. Yada, & Akie. (2020). Different Processes Towards Inclusion A Cross-Cultural Investigation of Teachers’ Self-Efficacy in Japan and Finland. http://urn.fi/URN:ISBN:978-951-39-8073-3
85. Yılmaz, D., & Turan, H. (2020). Self-efficacy beliefs of pre-service teachers in teaching first reading and writing and mathematics. Participatory Educational Research, 7(1), 257–270. https://doi.org/10.17275/per.20.15.7.1
86. You, S., Kim, E. K., Lim, S. A., & Dang, M. (2021). Student and Teacher Characteristics on Student Math Achievement. Journal of Pacific Rim Psychology, 15. https://doi.org/10.1177/1834490921991428
87. Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: a meta-analytic investigation. Frontiers in Psychology, 10(AUG). https://doi.org/10.3389/fpsyg.2019.01613.