Analysis of Emotional Attitudes Towards STEM Learning

Elma Suryani, Hayyun Lisdiana, Razka Aptana Anargya Faisal, Nur Aviliani, Giska Ulya

Abstract


This research aims to include an understanding of how students respond to STEM learning and how their emotional attitudes influence the learning process. This research was conducted a descriptive method using a questionnaire with the Classroom Emotional Climate instrument, and a quantitative approach. Data collection was carried out in 2023 through distributing questionnaires online. This survey consists of 51 items that describe seven aspects of students emotional classroom environment regarding STEM learning. This research involved students who were taking STEM courses. Based on the research, a significant value of 0.079 > 0.05 was obtained, so the data was normally distributed. The average of the respondents' results for each dimension was calculated, so that categories were obtained for the average of the care dimension "almost always", control dimension "sometimes", clarity dimension "often", challenge dimension "often", motivation dimension "often", consolidation dimension "often", collaboration dimension "often", and attitude to STEM dimension "almost always".


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DOI: https://doi.org/10.17509/jrppk.v14i1.91176

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Masyarakat Pendidikan Kimia Indonesia


Sekretariat:
Program Studi Pendidikan Kimia
Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
Universitas Pendidikan Indonesia
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