ASPEK AFEKTIF HASIL PEMBELAJARAN MATEMATIKA

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 by Wilson 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