Kecenderungan rasa cemas siswa saat belajar Sejarah: Analisis bibliometrik lintas-negara

Abstract

Academic anxiety is a critical factor influencing the quality of history learning. Both difficult histories (e.g., war, genocide, colonialism) and high-stakes evaluation systems trigger cognitive, emotional, and social anxiety among students. This study aims to map the international research landscape on students’ anxiety in history education, identify cross-national patterns, and highlight pedagogical implications. The study employed a bibliometric analysis combined with a scoping review of Scopus-indexed articles and OECD-PISA reports (2010–2025). The corpus was drawn from leading journals in history and social studies education, complemented by studies from Latin America, Africa, East Asia, and Southeast Asia. Extracted variables included publication trends, research methods, national contexts, and reported dimensions of anxiety. Findings indicate a sharp increase in publications after 2018, with strong emphasis on emotional rules, historical empathy, and trauma-informed pedagogy. Student anxiety was found to emerge from the interplay between traumatic content, high-stakes assessments, and identity contestations. Cross-national patterns revealed identity-related anxiety (Spain, Chile, Argentina), performance anxiety linked to contemporary violence (Brazil, Mexico), and cognitive anxiety caused by identity dissonance (Japan). Anxiety in history education should not be seen merely as a barrier but as a pedagogical resource when managed through explicit feeling norms, scaffolded empathy, and low-stakes assessments. The study underscores the need for culturally validated, history-specific anxiety instruments and experimental trials of interventions in Global South contexts, including Indonesia.