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April 25, 2024
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June 14, 2024
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Abstract

ABSTRAK


 


Penelitian ini bertujuan untuk mengeksplor tingkat emosi negatif pelajar dalam pembelajaran fisika di tingkat Sekolah Menengah Atas dan membandingkannya antara tingkatan kelas yang berbeda. Metode kuantitatif deskriptif dan komparatif digunakan dengan melibatkan 60 pelajar dari tiga tingkatan kelas yang berbeda. Data dikumpulkan menggunakan kuesioner Achievement Emotions Questionnaire (AEQ) dan dianalisis menggunakan statistik deskriptif serta uji ANOVA (Analysis of Variance). Hasil menunjukkan bahwa mayoritas pelajar mengalami tingkat emosi negatif pada kategori sedang, dengan beberapa faktor penyebab seperti perasaan malu atau takut untuk berbicara di kelas dan kecemasan saat tidak memahami materi. Meskipun terdapat perbedaan rata-rata tingkat emosi negatif antar kelas, namun tidak ditemukan perbedaan yang signifikan secara statistik. Implikasi praktis dari penelitian ini adalah bahwa guru dapat menggunakan temuan ini sebagai dasar untuk merancang strategi pembelajaran yang lebih adaptif, sementara implikasi teoritisnya adalah kontribusinya terhadap pengembangan teori-teori yang berkaitan dengan pengaruh emosi dalam pembelajaran fisika. Penelitian selanjutnya disarankan untuk memperluas cakupan penelitian dengan mempertimbangkan faktor-faktor lingkungan dan personal yang mempengaruhi emosi pelajar serta menggunakan metode pengukuran emosi yang lebih holistik dan valid.


 


Kata  kunci—Emosi, Fisika, Pembelajaran, Pelajar, Komparasi


 


ABSTRACT


 


This research aims to explore the level of negative emotions among high school students in physics learning and compare them across different class levels. A descriptive and comparative quantitative methods was employed, involving 60 students from three different class levels. Data were collected using the Achievement Emotions Questionnaire (AEQ) and analyzed using descriptive statistics and ANOVA (Analysis of Variance) tests. The results indicate that the majority of students experienced moderate levels of negative emotions, with contributing factors such as feeling ashamed or fearful of speaking in class and anxiety when not understanding the material. Although there were differences in the average levels of negative emotions among classes, no statistically significant differences were found. The practical implications of this research are that teachers can use these findings as a basis for designing more adaptive teaching strategies, while the theoretical implications lie in its contribution to the development of theories related to the influence of emotions on physics learning. Further research is suggested to broaden the scope by considering environmental and personal factors influencing student emotions and using more holistic and valid emotion measurement methods


 


Keywords—Emotion, Learning, Physics, Students, Comparative

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Copyright (c) 2024 Seprianto Seprianto, Ogi Danika Pranata, Sintia Juniyati, Sela Susanti

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Author Biographies

Seprianto Seprianto, IAIN Kerinci

Tadris Fisika

Sintia Juniyati, IAIN Kerinci

Tadris Fisika

Sela Susanti, IAIN Kerinci

Tadris Fisika

How to Cite
Seprianto, S., Pranata, O. D., Juniyati, S., & Susanti, S. (2024). EKSPLORASI EMOSI DALAM PEMBELAJARAN FISIKA DI SEKOLAH MENENGAH ATAS: STUDI DESKRIPTIF DAN PERBANDINGAN ANTAR TINGKATAN KELAS. DIKSAINS : Jurnal Ilmiah Pendidikan Sains, 4(2), 101–108. https://doi.org/10.33369/diksains.4.2.101-108
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