JUNIOR HIGH SCHOOL STUDENTS' COPING MECHANISMS IN DEALING WITH DISAPPOINTMENT IN MATHEMATICS SCORES

Lea Akila Sangkala Kadang; Mulia Putra; Nur Azizah

doi:10.37478/jupika.v9i1.7697

Authors

Lea Akila Sangkala Kadang Department of Mathematics Education, Singaperbangsa Karawang University, Jl. HS. Ronggo Waluyo, West Java, Indonesia
Mulia Putra Department of Mathematics Education, Singaperbangsa Karawang University, Jl. HS. Ronggo Waluyo, West Java, Indonesia https://orcid.org/0000-0003-4877-4825
Nur Azizah Department of Mathematics Education, Singaperbangsa Karawang University, Jl. HS. Ronggo Waluyo, West Java, Indonesia

DOI:

https://doi.org/10.37478/jupika.v9i1.7697

Abstract

Mathematics is often regarded as a key indicator of academic success; therefore, failure to achieve expected grades may lead to disappointment among students. This study aims to explore junior high school students’ experiences of disappointment regarding their mathematics achievement and to identify the coping strategies they employ to restore academic resilience. This research adopts a qualitative approach using a case study method involving three ninth-grade students from SMPN 200 Jakarta, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman analytical framework. The findings indicate that student disappointment is a subjective affective phenomenon triggered by the discrepancy between personal expectations and actual achievement, extending beyond merely failing to meet the minimum competency standard (KKM). Furthermore, the results reveal that students employ a combination of problem-focused and emotion-focused coping strategies, with physical activities functioning as a primary mechanism for maintaining emotional stability. In particular, students with high personal standards tend to transition more rapidly toward problem-focused coping compared to those who are predominantly emotionally reactive. The implications of this study highlight the importance of the teacher’s role as a facilitator in fostering an error-tolerant classroom environment, enabling students to transform negative emotions into constructive academic reflection and preventing learning demotivation.

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Keywords:

Academic Disappointment, Coping Mechanism, unior High School Students

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