Literature Review: Development of Instruments for Measuring Emotional Climate and Attitudes in the Science Learning Environment Hasna Rashifah, Yuli Rahmawati, Riyadi
Universitas Negeri Jakarta
Abstract
Science learning is one of the branches of knowledge that plays a role in facing the development of time. However, many students consider themselves incapable of learning science and perceive science learning as unimportant. This is further exacerbated by the COVID-19 pandemic, which can result in a decline in student motivation. Meanwhile, learning motivation is an important aspect in supporting student success. Therefore, a learning environment that supports students^ learning needs to be established to stimulate student participation and reflection on learning, known as the classroom emotional climate. Additionally, positive attitudes towards science are also necessary as students^ efforts and willingness to improve academic achievements. Hence, this literature review study is conducted to develop an instrument for measuring the emotional climate and attitudes in the science learning environment, as a form of student reflection on their learning environment. The method used is conceptual analysis, referring to Walker & Avant^s (2005) approach, which includes concept selection, determining the purpose of analysis, identifying all concepts, determining defining attributes, identifying relevant attributes, and determining the concept empirically. Based on the conceptual analysis, the suitable instruments for development are the Classroom Emotional Climate instrument by Fraser (2020) and the Test of Science-Related Attitudes (TOSRA) by Fraser (1982). The conceptual analysis yielded eight dimensions, including collaboration, motivation, care, clarity, scientific inquiry, enjoyment in learning, scientific adoption, and social implications of science. Further research is needed to validate the development of the instrument for measuring the emotional climate and attitudes in the science learning environment.
Keywords: Learning environment, Emotional climate, Attitudes, and Natural science.
