Pengalaman emosional siswa sd dalam pembelajaran matematika: studi fenomenologi tentang zona nyaman belajar
DOI:
https://doi.org/10.31980/pme.v4i1.2673Keywords:
emotions in mathematics learning, mathematics anxiety, learning comfort zone, phenomenological study, elementary school students, emosi dalam pembelajaran matematika, kecemasan matematika, zona nyaman belajar, studi fenomenologi, siswa sekolah dasarAbstract
Abstract
This study aimed to explore elementary students' emotional experiences in mathematics learning, focusing on the formation of learning comfort zones. This phenomenological research was conducted at Pangrango Elementary School, involving 24 fifth and sixth-grade students selected through purposive sampling. Data were collected through questionnaires, in-depth interviews, and observations, then analyzed using the Miles-Huberman analysis model and thematic analysis. The results revealed five main themes of emotional experience: pride in success (79.2%), test anxiety (70.8%), frustration when experiencing difficulties (62.5%), joy in collaborative activities (58.3%), and boredom during monotonous learning (50%). Factors shaping the mathematics learning comfort zone consisted of internal factors (self-confidence, interest, stress management ability, and self-perception) and external factors (teacher's teaching methods, peer support, parental support, classroom physical environment, and material load). The teacher's teaching method was the most influential factor (82.5%). These findings suggest developing learning approaches that consider students' emotional dimensions, creating success experiences, and strengthening positive social interactions to improve the quality of mathematics learning in elementary schools.
Abstrak
Penelitian ini bertujuan mengeksplorasi pengalaman emosional siswa SD dalam pembelajaran matematika dengan fokus pada pembentukan zona nyaman belajar. Studi fenomenologis ini dilaksanakan di SD Negeri Pangrango dengan melibatkan 24 siswa kelas V dan VI yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket, wawancara mendalam, dan observasi, kemudian dianalisis dengan model Miles-Huberman dan analisis tematik. Hasil penelitian mengungkapkan lima tema utama pengalaman emosional: kebanggaan saat berhasil (79,2%), kecemasan menghadapi ujian (70,8%), frustrasi saat mengalami kesulitan (62,5%), kegembiraan dalam aktivitas kolaboratif (58,3%), dan kebosanan saat pembelajaran monoton (50%). Faktor pembentuk zona nyaman belajar matematika terdiri dari faktor internal (kepercayaan diri, minat, kemampuan mengatasi stres, dan persepsi diri) serta faktor eksternal (metode pembelajaran guru, dukungan teman sebaya, dukungan orang tua, lingkungan fisik kelas, dan beban materi), dengan metode pembelajaran guru sebagai faktor paling berpengaruh (82,5%). Temuan ini menyarankan pengembangan pendekatan pembelajaran yang memperhatikan dimensi emosional siswa, menciptakan pengalaman keberhasilan, dan memperkuat interaksi sosial positif untuk meningkatkan kualitas pembelajaran matematika di sekolah dasar.
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