Affective Aspect of Junior High School Students Viewed from Self Efficacy

U H Putri, Mardiyana Mardiyana, D R S Saputro

Abstract

The relevance of this research is the growth of character values for students in Indonesia. Mathematics is a subject that builds character value for students. This can be seen from how students view mathematics from their perspective. Students' perspective can be seen as a student's assessment of the mathematics such as from the attitudes, interests, self-concepts, values, and morals shown in the learning process of mathematics with the students' willingness to act positively or negatively. In mathematics learning, this is called the affective aspect (AA). One of the factors influencing students’ AA is self-efficacy (SE). SE is a belief that is someone has to complete a given task or problem. There are three categories of SE that owned by students, that is high, medium, and low. The purpose of this study is to determine which ones provide better mathematics AA than students. The research subjects are 294 students in Karanganyar Regency. Data is obtained by questionnaire. Based on the results of data analysis, the conclusion is students with high SE have better mathematics AA than students with moderate and low SE, while students with moderate SE have better mathematics AA than students with low SE.

Full Text:

PDF

References

Undang-undang Sistem Pendidikan Nasional No.20 Tahun 2003

Bobby O 2011 J. Math. Edu. 4 89-100

Undang-undang No. 58 Tahun 2014 tentang Kurikulum 2013 Sekolah Menengah Pertama

Eleanor P & John O 2007 Colage Quartely Fall 2007 10 1-7

Budiyono. 2015. Pengantar Penilaian Hasil Belajar. Surakarta: UNS Press.

Nuria G I, Lorenzo J B, & Elosia G B 2006 Int. Elect. J. Math. Edu. 1 16-32

Murat P 2016 J. Edu. Research and Reviews 11 97-104

Tait-McCutcheon S L 2008 Proc. 31st Ann. Conf. Math. Edu. Research Group of Australia, 507-513.

Albert B 1994 Escyclopedia of human behavior 4 71-81

Zarch M K and Kadivar P 2006 Proc.9th WSEAS Int.Conf. Appl. Math. 9 242-49

Peter G & Brian H 2007 Math. Edu. Research J. 9 3-20

Susan G P affective learning in general education (University of Michigan – Flint)

Markku H, Jeff E, George P, & Rosetta Z 2004 Proc. 28th Conf. Int. Group for the Psych. Math. Edu. 1 107-136

Mensah J K, Okyere M, & Kuranchie A 2013 J. Edu. and Practice 4 132-139

Peter G, Gregor L, & Naomi I The affective domain and mathematics education

Peter G & Marshman M 2016 Mathematics, Affect and Learning (Singapore: Springer Science and Bussines Media)

Barry L B, Kim E D, & Summer F 2006 J. Agriculture Edu.47 24-32

Mahmood K & Parvin K 2006 Proc. 9th WSEAS Int. Conf. Appl. Math. 49 242-249

Frank P & David M 1994 J. Edu. Psych. 86 193-203

Dale H S 1985 Psych. in the school 22 208-223

Desnisia S P & Jeyanthi J Int. J. Scientific & Tech. Advancements 1 15-17

Fred C L 2011 Int. J. Management, Business, & Adm. 14 1-6

Barry J Z 2000 Contemporary Edu. Psych. 25 82-91

Robert J M 2004 Exploring the four sorces of self efficacy (Dissertation: Touro University International)

Sugiyono 2005 Metode penelitian administrasi (Bandung: Alfabeta)

Yilmaz C, Altun S A & Ollkun S 2010 Proc. Social Science & Behavioural Sciences 2 4502-06

Ngai-ying W 1992 Math. Edu. Research J. 4 32-41

DOI: https://doi.org/10.20961/ijsascs.v2i1.16758

Refbacks

  • There are currently no refbacks.