Abstract
This study examined the mathematics attitude scale in the new learning system using exploratory mixed method design. The exploratory sequential mixed method design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative phase of data collection analysis, with a final phase of integration or linking of data from two separate strands of data. More specifically, it aimed to construct, develop and evaluate the mathematics attitude scale in the new learning system scale. In the qualitative phase, there were seven students who participated in the in-depth interview and ten students participated in the focus group discussion. There were three themes that emerged from the interview that put emphasis on confident, appreciative, and assuring. A 30-item new approaches of teaching scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyze for exploratory factor analysis (EFA). Results showed three underlying mathematics attitude scale in the new learning system A total of three themes on the mathematics attitude scale in the new learning system questionnaire was developed which are confident with a total of twenty items, appreciative with a total of five items, and assuring with a total of four items and the overall the scale has a total of 29-item questionnaire. This study recommended that teachers should make the subject matter relevant and relatable to the students' lives and encourage a growth mindset by praising effort and persistence, rather than just achievement or talent. Additionally, providing opportunities for hands-on learning, collaboration, and problem-solving can also make the subject more engaging and foster a positive learning environment.