Hubungan antara Emosi dan Memori dalam Pembelajaran Matematik
Abstract
Pembelajaran matematik adalah satu usaha kompleks yang melibatkan proses kognitif serta dipengaruhi oleh emosi termasuklah pembelajaran dan ingatan. Justeru, kajian ini bertujuan untuk mengenal pasti tahap emosi positif, tahap emosi negatif serta tahap memori murid dalam pembelajaran matematik. Selain itu, kajian ini turut mengenal pasti hubungan antara emosi positif dan emosi negatif murid terhadap memori dalam pembelajaran matematik. Kajian ini dijalankan dengan menggunakan reka bentuk kuantitatif melalui kaedah tinjauan. Sehubungan itu, kajian ini terdiri daripada 232 murid tahun 6 di sekolah rendah yang terdapat dalam daerah Timur Laut, Pulau Pinang. Kajian ini menggunakan persampelan rawak mudah dalam memilih sampel murid untuk dijadikan responden. Dua instrumen soal selidik yang bersesuaian digunakan dalam kajian ini terdiri daripada instrumen ‘Achievement Emotion Questionnaire’(AEQ) dan instrumen Questionnaire of Memory’(Q-MEM). Hasil dapatan menuujukkan tahap emosi positif (min=3.73; sp=.66) berada pada tahap tinggi, tahap emosi negatif (min=2.41; sp=.53) pula berada pada tahap rendah manakala tahap memori (min=2.71; sp=.75) berada pada tahap sederhana. Selain itu, terdapat hubungan yang signifikan antara emosi positif dan memori dalam pembelajaran Matematik (r = -.544, p < .01), begitu juga terdapat hubungan yang signifikan antara emosi negatif dan memori dalam pembelajaran Matematik (r = .683, p < .01). Dalam konteks kajian pada kali ini, emosi murid memainkan peranan penting kepada proses pembelajaran yang berjaya serta berkait rapat dengan strategi pembelajaran, penglibatan kognitif, tingkah laku dan pencapaian akademik. Walaubagaimanapun, sedikit tekanan perlu diberikan kepada murid dalam memastikan murid bukan sahaja gembira melalui proses pembelajaran, malah turut menguasai konsep serta kemahiran dalam Matematik dengan baik.
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