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Antara Emosi dan Keterlibatan dalam Prestasi Akademik Siswa
Abstract
Prestasi mencerminkan efektivitas dari pendidikan yang berkualitas, namun masih banyak ruang untuk pengembangan prestasi akademik, hususnya dalam matematika. Diduga emosi dan keterlibatan secara langsung memengaruhi prestasi matematika. Emosi, keterlibatan, dan prestasi akademik telah banyak diteliti, hingga tahun 2000-an terjadi peningkatan yang signifikan dalam hubungan ini. Studi ini bertujuan untuk mengidentifikasi karya-karya terkini tentang emosi, keterlibatan, dan prestasi. Penulis melakukan pendekatan pencarian literatur yang mencakup periode 2019–2024 menggunakan Scopus, Springerlink, ScienceDirect, Sage Journals, dan Google Scholar. Pencarian metodis dilakukan di kelima platform tersebut dari Mei 2024 hingga Juni 2024. Dengan mengikuti kata kunci engagement AND emotion AND performance OR achievement AND student, hasil pencarian literatur menghasilkan 2.642.935 item yang difilter, di mana penulis memilih delapan item yang sesuai dengan kriteria seleksi. Studi yang disertakan mengungkapkan bahwa ketika kita menggabungkan pengukuran emosi dan keterlibatan dengan keberhasilan, efektifitas emosi terhadap keberhasilan berkurang. Aspek kecemasan menurunkan keterlibatan dan mempengaruhi prestasi secara negatif. Sementara perasaan positif lebih mempengaruhi keterlibatan dibandingkan dengan emosi negatif. Dari segi pengaruh, emosi negatif dan keterlibatan emosional lebih penting daripada keterlibatan kognitif dan perilaku. Sebagian besar penelitian menunjukkan bahwa partisipasi di dalam kelas membantu memoderasi hubungan antara prestasi akademis dan emosi. Pada intinya, baik emosi positif maupun negatif memainkan peran yang berbeda dalam memfasilitasi pencapaian seseorang. Emosi positif memang dapat memberikan efek yang diinginkan, dan sebaliknya. Hal ini tampaknya bersinggungan dengan budaya. Namun, penelitian lebih lanjut diperlukan untuk membuktikan hal ini.
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DOI: http://dx.doi.org/10.24014/pib.v7i1.38060
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