Dampak Efikasi Diri terhadap Beban Kognitif dalam Pembelajaran Matematika dengan Emosi Akademik sebagai Mediator

https://doi.org/10.22146/jpsi.22742

Sunawan Sunawan(1*), Sugesti Yoan Ahmad Yani(2), Catharina Tri Anna(3), Trubus Inggariani Kencana(4), - Mulawarman(5), Afriyadi Sofyan(6),

(1) 
(2) Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Semarang
(3) Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Semarang
(4) Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Semarang
(5) Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Semarang
(6) Jurusan Bimbingan dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Semarang
(*) Corresponding Author

Abstract


Penelitian ini bertujuan untuk mengidentifikasi peran emosi akademik dalam memediasi hubungan antara efikasi diri dan beban kognitif dalam pembelajaran matematik. Sebanyak 487 siswa (191 laki-laki dan 296 perempuan) terlibat dalam studi korelasional ini. Teknik analisis mediasi dalam structural equation modelling digunakan untuk mengidentifikasi peran emosi akademik. Hasil penelitian menunjukkan bahwa efikasi diri memprediksi emosi akademik (yakni kesenangan, kemarahan, dan kebosanan secara langsung, serta kecemasan secara tidak langsung). Selanjutnya emosi akademik memprediksi beban kognitif: di mana extraneous load diprediksi oleh kesenangan, kemarahan, dan kebosanan; intrinsic load diprediksi oleh kesenangan dan kecemasan, sedangan germane load hanya diprediksi kesenangan saja. Kesenangan memediasi efikasi diri dengan extraneous load secara negatif, tetapi memediasi efikasi diri dengan intrinsic dan germane load secara positif. Kemarahan memediasi efikasi diri dengan extraneous load secara negatif. Kebosanan memediasi efikasi diri dengan extraneous dan intrinsic load secara negatif. Temuan penelitian ini mempertegas peran emosi akademik terhadap kinerja kognitif, khususnya beban kognitif.

Keywords


beban kognitif; emosi akademik; efikasi diri

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References

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DOI: https://doi.org/10.22146/jpsi.22742

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