The meta-affective profile based on students experiences in learning science Lilit Rusyati, Nuryani Y. Rustaman, Ari Widodo, Minsu Ha
1Science Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
2Division of Science Education, College of Education Kangwon National University, 1 Kangwondaehak-gill, Chuncheon-si, Gangwon-do, 24341 Republic of Korea
Abstract
During science learning, students integrate thoughts and emotions in order to successfully understand science concepts. Sometimes emotions can influence the mind to stay focused during science learning. This survey research aims to profile meta-affective based on students experiences in learning science. The research instrument is a questionnaire which compiled based on the Awareness Dimension (30 statements) and Regulation Dimension (21 statements) with two levels of response, namely frequency and intensity (scale 1-6). This questionnaire has been tested and the results of the analysis using the Winsteps Rasch Model show a value of 0.92 for Person Reliability and 0.99 for Item Reliability, while tests with IBM SPSS Statistics 22 show 0.934 for Cronbach Alpha. The research subjects involved were 634 students from 17 junior high schools spread over seven provinces with 355 students from grade 7, 153 students from grade 8, and 126 students from grade 9. The results showed that the highest response was Enjoy his/her self while completing the task namely frequency on the scale of Always (51.7%) and intensity on the scale of Strongly Enjoy (47.0 %). In addition, Feel nervous during asked by the teacher is the next highest response which is frequency on the scale of Sometimes (41.5%) and intensity on the scale of Somewhat Nervous (40.9%). These results provide implications and opportunities for further research on how teachers facilitate positive and negative emotions felt by students during science learning.
