### 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 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

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PDF#### References

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