Kesenjangan Gender dalam Prestasi Matematika: Analisis Faktor Psikologis dan Sosiokultural Berdasarkan Literatur 2016-2026.
Keywords:
gender differences, mathematics achievement, mathematics anxiety, self-concept, gender stereotypes, STEM education, literature review.Abstract
This article presents a comprehensive review of scientific literature published between 2016 and 2026 concerning the relationship between gender and mathematics achievement. Through an analysis of 16 key references, including large-scale meta-analyses and longitudinal studies, the review found that although average gender differences in mathematics performance are generally small, significant disparities emerge at higher educational levels and within specific content domains, particularly geometry. Psychological factors such as mathematics anxiety and self-concept, as well as sociocultural influences including parental stereotypes and teacher bias, play crucial roles in shaping students' academic trajectories. The findings indicate that gender disparities in mathematics are influenced more by psychological and environmental factors than by innate cognitive differences. Furthermore, these disparities contribute to the underrepresentation of women in STEM (Science, Technology, Engineering, and Mathematics) fields. The review concludes that targeted interventions aimed at reducing stereotype threat, improving mathematical self-concept, and minimizing mathematics anxiety are essential to promoting gender equity and increasing female participation in STEM-related careers.
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