EXPLORING EMOTIONS IN SCIENCE AND PHYSICS LEARNING: A COMPARATIVE STUDY BETWEEN JUNIOR AND SENIOR HIGH SCHOOL STUDENTS

Ogi Danika Pranata

Abstract


Students’ emotions play a critical role in learning. Unfortunately, emotions are frequently ignored by educators in educational practices. This study aims to explore students’ emotion during science and physics learning, with a focus on negative emotions during learning process in class. A quantitative survey design was employed. The study inlcuded second-year students from two secondary schools and two high schools in Kerinci Regency, Indonesia. The Achievement Emotions Questionnaire (AEQ) Class-Related Emotions used to collect the data. A total of 217 students (130 secondary school and 87 high school students) participated in the survey. After excluding blank, incomplete, and invalid responses, the final sample comprised 89 secondary school and 67 high school students. The finding reveled that a significant proportion of students experienced moderate (72.44%) and high (19.87%) levels of negative emotions. No students experienced very high negative emotions and 7.69% students experienced low levels of negative emotions. The findings highlight specific stronger negative emotions experinced by students including shame, anxiety, and boredom. Although no significant differences were found overall negative emotions between secondary and high school students, comparative tests were also conducted for each statement. There are 31 out of 43 that differ significantly, divided into 20 and 11 statements significantly higher for higher for secondary school students and high school students, respectively. This finding revealed that secondary school students experienced higher level of embarrassment, restlessness, and anxious. In contrast, high school students experienced more unpleasant and ashamed in the learning process. Intructional approaches should incorporate emotional intelligence and prioritizes students’ emotional needs. This approach can help minimize negative emotions during learning, thereby improving academic performance and emotional growth.


Keywords


emotions; learning; physics; science; secondary school students

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DOI: https://doi.org/10.17509/ije.v18i2.68988

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