ASPEK AFEKTIF HASIL PEMBELAJARAN MATEMATIKA

Suryanto Suryanto

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 byWilson
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.

Keywords

aspek afektif; aspek kognitif; pembelajaran matematika; hasil pembelajaran

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DOI: https://doi.org/10.20961/paedagogia.v11i1.36015

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