Penelitian ini bertujuan untuk: (1) menguji apakah dukungan akademik orangtua, dukungan akademik teman sebaya dan iklim kelas berpengaruh langsung terhadap kecemasan matematika, dan (2) menguji apakah efikasi diri matematika dan flow dapat menjadi mediator pengaruh dukungan akademik orangtua, dukungan akademik teman sebaya, dan iklim kelas terhadap kecemasan matematika siswa SMA. Populasi dalam penelitian ini adalah semua siswa SMA di kota Kediri, Jawa Timur. Sampel penelitian ini sebanyak 765 siswa, yang diambil melalui metode multi-stage cluster sampling dan simple random sampling. Teknik pengumpulan data yang digunaka n dalam penelitian ini dalam bentuk skala dan daftar isian . Ada lima jenis skala yang digunakan dalam proses pengumpulan data; (a) skala kecemasan matematika, (b) skala dukungan akademik, (c) skala iklim kelas, (d) skala efikasi diri matematika, dan (e) skala flow. Data dianalisis dengan menggunakan Model Persamaan Struktural atau Stuctural Equation Models (SEM). Hasil penelitian menunjukkan : (1) dukungan akademik orangtua tidak berpengaruh langsung terhadap kecemasan matematika sementara dukungan akademik teman sebaya berpengaruh positif terhadap kecemasan matematika serta iklim kelas berpengaruh langsung terhadap kecemasan matematika, dan (2) efikasi diri matematika dan flow dapat menjadi mediator pengaruh dukungan akademik orangtua, dukungan akademik teman sebaya, dan iklim kelas terhadap kecemasan matematika siswa SMA.

This research aimed to: (1) assessing whether the variable of parental academic support, peer academic support and classroom climate on mathematics anxiety directly and (2) assessing whether the variable mathematics self-efficacy and flow mediated parental academic support, peer academic support and classroom climate on mathematics anxiety. The population in this research consists all students of SMA in Kediri, East Java. The sample was as many as study 765 students, taken through multi-stage cluster sampling and simple random sampling method. The data collection techniques used in this research was scales and checklists. There were five types of scales used in the data collection process; (a) the mathematics anxiety scale, (b) the academic support scale, (c) the classroom climate scale, (d) the mathematics self-efficacy scale and (e) the flow scale. The data were analyzed using Structural Equation Models (SEM). The research resulted: (1) the variable of parental academic support was not influence directly on mathematics anxiety, peer academic support was positive influence directly on mathematics anxiety and classroom climate was negative influence directly on mathematics anxiety, and (2) the the variable mathematics self-efficacy and flow were mediated parental academic support, peer academic support and classroom climate on mathematics anxiety.

Kata Kunci : kecemasan matematika, dukungan akademik, iklim kelas, efikasi diri matematika dan flow, mathematics anxiety, academic support, classroom climate, mathematics self-efficacy, and flow