Profil Emosi Akademik Siswa selama Pembelajaran Online di SMP YPM 4 Taman Sidoarjo
Article Sidebar
Main Article Content
Abstract
Academic emotions are emotions that arise when students are in a learning situation and are directly related to activities to achieve academic achievement. This study aims to describe students' academic emotions associated with online learning during a pandemic. This research is a descriptive study with a quantitative approach. The subjects involved in this study were 307 students of SMP YPM 4 Taman, who was determined through a stratified random sampling technique. The instrument used in this study was the Academic Achievement Questionnaire developed by Pekrun. The data analysis used was descriptive and percentage analysis. The results showed that on average students tended to have positive emotions related to learning in the high category. The positive emotions described in this study include enjoyment, hope, and pride. Furthermore, the average student also showed negative emotions in the form of anger, anxiety, shame, hopelessness, and boredom in the low and medium categories.
Article Details
References
Amalia, R., & Latifah, M. (2019). Parental Support, Academic Emotion, Learning Strategy, and Academic Achievement on First Year Student. Journal of Family Sciences, 4(1), 41–53. https://doi.org/10.29244/jfs.4.1.41-53
Barkley, J. E., & Lepp, A. (2021). The effects of smartphone facilitated social media use, treadmill walking, and schoolwork on boredom in college students: Results of a within subjects, controlled experiment. Computers in Human Behavior, 114(January 2020), 106555. https://doi.org/10.1016/j.chb.2020.106555
Dhiu, K. D. (2017). Hubungan Motivasi Belajar terhadap Prestasi Belajar IPS Siswa Kelas V SD Gugus VI Kecamatan Golewa Selatan Tahun Ajaran 2016/2017 Konstantinus. Jurnal Tunas Bangsa, 173–184.
Fadilah, R. W. Z., Maslihah, S., & Misbach, I. H. (2018). Pengaruh Academic Emotions Dan School Belonging Terhadap Students ’ Life Satisfaction. Psikologi Insight, 2(1), 90–99.
Fong Lam, U., Chen, W. W., Zhang, J., & Liang, T. (2015). It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents. School Psychology International, 36(4), 393–409. https://doi.org/10.1177/0143034315589649
Forsblom, L., Peixoto, F., & Mata, L. (2021). Perceived classroom support: Longitudinal effects on students’ achievement emotions. Learning and Individual Differences, 85(November 2020), 101959. https://doi.org/10.1016/j.lindif.2020.101959
Ganotice, F. A., Datu, J. A. D., & King, R. B. (2016). Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students’ academic emotions. School Psychology International, 37(5), 498–518. https://doi.org/10.1177/0143034316660147
Holm, M. E., Björn, P. M., Laine, A., Korhonen, J., & Hannula, M. S. (2020). Achievement emotions among adolescents receiving special education support in mathematics. Learning and Individual Differences, 79(March), 101851. https://doi.org/10.1016/j.lindif.2020.101851
Ketonen, E., & Lonka, K. (2012). Do Situational Academic Emotions Predict Academic Outcomes in a Lecture Course? Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1901–1910. https://doi.org/10.1016/j.sbspro.2012.12.144
King, R. B., & Areepattamannil, S. (2014). What students feel in school influences the strategies they use for learning: Academic emotions and cognitive/meta-cognitive strategies. Journal of Pacific Rim Psychology, 8(1), 18–27. https://doi.org/10.1017/prp.2014.3
Lase, D., Ndraha, A., & Harefa, G. G. (2020). Persepsi Orangtua Siswa Sekolah Dasar di Kota Gunungsitoli Terhadap Kebijakan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. SUNDERMANN: Jurnal Ilmiah Teologi, Pendidikan, Sains, Humaniora Dan Kebudayaan, 13(2), 85–98. https://doi.org/10.36588/sundermann.v13i2.46
Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8(JAN), 1–12. https://doi.org/10.3389/fpsyg.2017.02288
Mega Citrandini, N. H. (2016). Academic Emotions , Learning Strategies , and Academic Achievement on High School. Jurnal Ilmu Keluarga Dan Konsumen, 9(3), 195–205. https://www.researchgate.net/publication/314832179_Emosi_akademik_Strategi_Belajar_dan_Prestasi_Akademik_Siswa_SMA_di_Wlayah_Perdesaan
Obergriesser, S., & Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another? Learning and Instruction, 66(November 2019), 101285. https://doi.org/10.1016/j.learninstruc.2019.101285
Pekrun, R, Goetz, T., & Perry, R. (2005). Achievement emotions questionnaire (AEQ). User’s manual. In Unpublished manuscript, University of Munich, Munich (Issue 2002). http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Achievement+Emotions+Questionnaire+(+AEQ+)+-+User+?+s+Manual+-#0
Pekrun, Reinhard. (1992). The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators. Applied Psychology, 41(4), 359–376. https://doi.org/10.1111/j.1464-0597.1992.tb00712.x
Pekrun, Reinhard, Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The Control-Value Theory of Achievement Emotions. An Integrative Approach to Emotions in Education. Emotion in Education, 13–36. https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, Reinhard, Goetz, T., Frenzel, A. C., & Barchfeld, P. (2011). Measuring emotions in students’ learning and performance. Contemporary Educational Psychology, 36(1), 36–48.
Pekrun, Reinhard, Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
Reindl, M., Tulis, M., & Dresel, M. (2018). Associations between friends, academic emotions and achievement: Individual differences in enjoyment and boredom. Learning and Individual Differences, 62(December 2017), 164–173. https://doi.org/10.1016/j.lindif.2018.01.017
Rinawati, D., & Darisman, E. K. (2020). Survei tingkat kejenuhan siswa SMK belajar di rumah pada mata pelajaran produk kreatif dan kewirausahaan selama masa pandemi covid-19. Journal of Science and Education, 1(1), 32–40.
Robandi, D. (2020). Dampak Pembelajaran Dari Masa Pandemi Covid-19 terhadap Motivasi Belajar Siswa SMP di Kota Bukittinggi. 4, 3498–3502.
Sakiz, G. (2012). Perceived instructor affective support in relation to academic emotions and motivation in college. Educational Psychology, 32(1), 63–79. https://doi.org/10.1080/01443410.2011.625611
Sulfemi, W. B. (2018). Hubungan Motivasi Belajar Dengan Hasil Belajar Ips Di Smp Kabupaten Bogor. Edutecno, 18(106), 1–12. https://doi.org/10.31227/osf.io/eqczf
Sun, X., Hendrickx, M. M. H. G., Goetz, T., Wubbels, T., & Mainhard, T. (2020). Classroom Social Environment as Student Emotions’ Antecedent: Mediating Role of Achievement Goals. Journal of Experimental Education, 0(0), 1–12. https://doi.org/10.1080/00220973.2020.1724851
Villavicencio, F. T., & Bernardo, A. B. I. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329–340. https://doi.org/10.1111/j.2044-8279.2012.02064.x
Waritsman, A. (2020). Hubungan Motivasi Belajar Dengan Prestasi Belajar Matematika Siswa. 2(1), 28–32.
Westphal, A., Kretschmann, J., Gronostaj, A., & Vock, M. (2018). More enjoyment, less anxiety and boredom: How achievement emotions relate to academic self-concept and teachers’ diagnostic skills. Learning and Individual Differences, 62(March 2017), 108–117. https://doi.org/10.1016/j.lindif.2018.01.016