Emotional Changes In Students' Learning In Chemistry Classes Through The Stem Approach

Hariani; Weny J.A Musa; Lukman A.R Laliyo; Akram La Kilo; Yuzda K. Salimi; Deasy N. Botutihe

doi:10.63922/ijevss.v5i02.3200

Hariani Pascasarjana Universitas Negeri Gorontalo, Gorontalo
Weny J.A Musa Pascasarjana Universitas Negeri Gorontalo, Gorontalo
Lukman A.R Laliyo Pascasarjana Universitas Negeri Gorontalo, Gorontalo
Akram La Kilo Pascasarjana Universitas Negeri Gorontalo, Gorontalo
Yuzda K. Salimi Pascasarjana Universitas Negeri Gorontalo, Gorontalo
Deasy N. Botutihe Pascasarjana Universitas Negeri Gorontalo, Gorontalo

DOI: https://doi.org/10.63922/ijevss.v5i02.3200

Keywords: STEM Approach; Emotional Learning; Student Engagement; Chemistry Education.

Abstract

This study aims to describe changes in students’ emotional learning and engagement in chemistry instruction on the topic of chemical bonding through the STEM approach at State High School 1 in Gorontalo City, using a descriptive quantitative approach. The study subjects consisted of 60 students, comprising 30 students in the experimental class (STEM learning) and 30 students in the control class (conventional learning), selected through purposive sampling. The instrument used was a five-category Likert scale questionnaire covering aspects of emotional learning (enjoyment, pride, anger, anxiety, shame, despair, and boredom) as well as student engagement (participation, motivation, and interaction). Data were collected after the lesson and analyzed descriptively using mean values and percentages. The results of the study indicate that the experimental class exhibited more positive emotional responses to learning and higher levels of engagement compared to the control class, suggesting that the STEM approach is effective in improving the quality of chemistry learning

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