Islamic Students’ Achievement Emotions in Attending Algebra Class: Differences of Gender, Algebraic Content, Teaching Method, and Teacher Knowledge

Indonesian Islamic students’ achievement emotions in conducting mathematics activities have relatively not been stable because their positive emotions decrease and their negative emotions increase (Suparman et al., 2021). The differences in students' achievement emotions in algebra class are predictively affected by natural and manipulated academic factors. This study describes Islamic students' achievement emotions in algebra class considering the differences in gender, teaching method, algebraic content, and teachers' technological, pedagogical, and content knowledge (TPACK). A survey study on three mathematics teachers and 90 tenth-, eleventh-, or twelfth-grade students at a public Islamic school in West Java, Indonesia was applied. A few questionnaires, such as TPACK and achievement emotions in mathematics were used to measure students' achievement emotions and teachers' TPACK. Particularly, the questionnaire of achievement emotions in mathematics was valid (r = 0.64) and reliable (α = 0.90). Additionally, the questionnaire of teacher’s TPACK was also valid (r = 0.69) and reliable (α = 0.84). Independent samples-t test and one-way MANOVA test were applied to analyze the data. Results revealed that male students' shame was significantly lower than female students in algebra class. Additionally, there were significant differences in teaching methods and teachers' TPACK in students' enjoyment, anger, hopelessness, and boredom. Moreover, there were significant differences in algebraic contents in students' positive and negative emotions. Consequently, mathematics teachers in Islamic school institutions must pay attention to the differences in gender, teaching method, teachers' TPACK, and algebraic contents related to students' achievement emotions in doing mathematics activities.