ASPEK AFEKTIF HASIL PEMBELAJARAN MATEMATIKA
Abstract: Teachers and parents
often complain about the negative affect of students on mathematics learning at
schools, but there has been no official report on this matter. This study was
intended to investigate the status of the affective aspect of the result of the
schools mathematics education. The affects measured were attitude, interest,
motivation, anxiety, self concept, extrinsic appreciation, intrinsic
appreciation, operational appreciation, belief about mathematics, belief about
self, belief about mathematics teaching, and belief about social context. The
subjects were the first year students of the Faculty of Mathematics and
Sciences of the State University of Yogyakarta (UNY) comprising students of
eight departments i.e. Department of: Biology, Biology Education, Chemistry,
Chemistry Education, Mathematics, Mathematics Education, Physics, and Physics
Education. The instrument was adapted from the affective test items developed
by Wilson used in the National Longitudinal Study on Mathematics Achievement by
the School Mathematics Study Group in the USA, and supplemented by test items
on beliefs developed based on the McLeod’s classification. The data indicated
that the affects were of either low level or neutral level (neither favorable
nor unfavorable for mathematics lesson) except for the belief about
mathematics, about mathematics teaching, and about social context of
mathematics.
Penulis: Suryanto
Kode Jurnal: jppendidikandd080057
