Main Article Content
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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References
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Macklem, G. L., & Gayle, L. (2018). Boredom in the Classroom: Addressing Student Motivation, Self- Regulation, and Engagement in Learning. In Springer (SpringerBr). Springer.
Mayer, R. E. (2011). Applying the Science of Learning. Pearson.
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barret, K. C. (2004). SPSS for Introductory Statistics. Use and Interpretation. Lawrence Erlbaum Associates, Inc. All.
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Pranata, O. D., Sastria, E., Ferry, D., & Zebua, D. R. Y. (2023). Analysis of Students’ Emotional Intelligence and Their Relationship with Academic Achievement in Science. Proceedings of the International Conference on Social Science and Education, ICoeSSE, 395–410. https://doi.org/10.2991/978-2-38476-142-5
Pranata, O. D., Sundari, P. D., & Sulaiman, D. (2023). Exploring Project-Based Learning : Physics E-Posters in Pre- Service Science Education. KONSTAN (Jurnal Fisika Dan Pendidikan Fisika), 8(2), 116–124. https://doi.org/https://doi.org/10.20414/konstan.v8i02.387
Pranata, O. D., Yuliati, L., & Wartono. (2017). Concept Acquisition of Rotational Dynamics by Interactive Demonstration and Free-Body Diagram. Journal of Education and Learning (EduLearn), 11(3), 291–298. https://doi.org/10.11591/edulearn.v11i3.6410
Putri, A. L., Pranata, O. D., & Sastria, E. (2024). Students Perception of Science and Technology in Science Learning: A Gender Comparative Study. Jurnal Pijar Mipa, 19(1), 44–50. https://doi.org/10.29303/jpm.v19i1.6153
Putri, D. H., & Pranata, O. D. (2023). Eksplorasi Kejenuhan Siswa dalam Pembelajaran Sains Setelah Pandemi. Jurnal Inovasi Pendidikan Sains (JIPS), 4(2), 62–70. https://doi.org/https://doi.org/10.37729/jips.v4i2.3367
Rizki, R. M., Pranata, O. D., & Angela, L. (2024). Analisis Konsentrasi Siswa Dalam Pembelajaran Biologi : Studi Deskriptif dan Komparatif. ORYZA: Jurnal Pendidikan Biologi, 13(1), 42–53. https://doi.org/https://doi.org/10.33627/oz.v13i1.1806
Utami, A. F., Pranata, O. D., & Angela, L. (2024). Analisis Tingkat Kejenuhan Siswa Sebelum , Selama , dan Setelah Pembelajaran Sains. PENDIPA Journal of Science Education, 8(1), 1–9. https://doi.org/https://doi.org/10.33369/pendipa.8.1.1-9
Wulandari, W., & Pranata, O. D. (2023). Analisis Kecerdasan Emosional Siswa dalam Pembelajaran Sains. Diksains: Jurnal Ilmiah Pendidikan Sains, 3(2), 124–133. https://doi.org/10.33369/diksains.3.2.124-133
References
Cahyani, V. D., & Pranata, O. D. (2023). Studi Aktivitas Belajar Sains Siswa di SMA Negeri 7 Kerinci. Lensa (Lentera Sains): Jurnal Pendidikan IPA, 13(2), 137–148. https://doi.org/10.24929/lensa.v13i2.317
Hawkins, J. A. (2017). Feelings and emotion-based learning: A new theory. https://doi.org/10.1007/978-3-319-66056-1
Krajcik, J. S., & Czerniak, C. M. (2018). Teaching and Learning Elementary and Middle School: A Project-Based Learning Approach (5th ed.). Routledge.
Leech, N. L., Barret, K. C., & Morgan, G. A. (2005). SPSS for Intermediate Statistics. Use and Interpretation. Lawrence Erlbaum Associates, Inc. All.
Macklem, G. L., & Gayle, L. (2018). Boredom in the Classroom: Addressing Student Motivation, Self- Regulation, and Engagement in Learning. In Springer (SpringerBr). Springer.
Mayer, R. E. (2011). Applying the Science of Learning. Pearson.
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barret, K. C. (2004). SPSS for Introductory Statistics. Use and Interpretation. Lawrence Erlbaum Associates, Inc. All.
Nilson, L. B. (2013). Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills.
Özerk, G. (2020). Academic boredom: An underestimated challenge in schools. International Electronic Journal of Elementary Education, 13(1), 117–125. https://doi.org/10.26822/iejee.2020.177
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101(1), 115–135. https://doi.org/10.1037/a0013383
Pekrun, R., Goetz, T., Frenzel, A. C., & Barchfeld, P. (2011). Measuring emotions in students’ learning and performance. Contemporary Educational Psychology, 36(1), 36–48.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ). User’s manual. In Unpublished manuscript, University of Munich, Munich (Issue 2002).
Pekrun, R., & Stephens, E. J. (2011). Academic emotions. In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors. (pp. 3–31). https://doi.org/10.1037/13274-001
Pranata, O. D. (2023). Enhancing Conceptual Understanding and Concept Acquisition of Gravitational Force through Guided Inquiry Utilizing PhET Simulation. Saintek: Jurnal Sains Dan Teknologi, 15(1), 44–52. https://doi.org/10.31958/js.v15i1.9191
Pranata, O. D., Sastria, E., Ferry, D., & Zebua, D. R. Y. (2023). Analysis of Students’ Emotional Intelligence and Their Relationship with Academic Achievement in Science. Proceedings of the International Conference on Social Science and Education, ICoeSSE, 395–410. https://doi.org/10.2991/978-2-38476-142-5
Pranata, O. D., Sundari, P. D., & Sulaiman, D. (2023). Exploring Project-Based Learning : Physics E-Posters in Pre- Service Science Education. KONSTAN (Jurnal Fisika Dan Pendidikan Fisika), 8(2), 116–124. https://doi.org/https://doi.org/10.20414/konstan.v8i02.387
Pranata, O. D., Yuliati, L., & Wartono. (2017). Concept Acquisition of Rotational Dynamics by Interactive Demonstration and Free-Body Diagram. Journal of Education and Learning (EduLearn), 11(3), 291–298. https://doi.org/10.11591/edulearn.v11i3.6410
Putri, A. L., Pranata, O. D., & Sastria, E. (2024). Students Perception of Science and Technology in Science Learning: A Gender Comparative Study. Jurnal Pijar Mipa, 19(1), 44–50. https://doi.org/10.29303/jpm.v19i1.6153
Putri, D. H., & Pranata, O. D. (2023). Eksplorasi Kejenuhan Siswa dalam Pembelajaran Sains Setelah Pandemi. Jurnal Inovasi Pendidikan Sains (JIPS), 4(2), 62–70. https://doi.org/https://doi.org/10.37729/jips.v4i2.3367
Rizki, R. M., Pranata, O. D., & Angela, L. (2024). Analisis Konsentrasi Siswa Dalam Pembelajaran Biologi : Studi Deskriptif dan Komparatif. ORYZA: Jurnal Pendidikan Biologi, 13(1), 42–53. https://doi.org/https://doi.org/10.33627/oz.v13i1.1806
Utami, A. F., Pranata, O. D., & Angela, L. (2024). Analisis Tingkat Kejenuhan Siswa Sebelum , Selama , dan Setelah Pembelajaran Sains. PENDIPA Journal of Science Education, 8(1), 1–9. https://doi.org/https://doi.org/10.33369/pendipa.8.1.1-9
Wulandari, W., & Pranata, O. D. (2023). Analisis Kecerdasan Emosional Siswa dalam Pembelajaran Sains. Diksains: Jurnal Ilmiah Pendidikan Sains, 3(2), 124–133. https://doi.org/10.33369/diksains.3.2.124-133