Gambar 1: Dinamika Tema Emosi Epistemik Individual_Versi Bahasa Inggris revisi 2

Dynamics of Epistemic Emotion Themes in Six Episodes of Physics Learning

Dynamics of Epistemic Emotion Themes in Six Episodes of Physics Learning

Temporal networks of six participants display emergent, convergent, and divergent themes based on idiographic-cross-participant IPA.

PARTICIPANT XI-4-09

Confusion–Effort Cycle with Affective Coexistence
Temporal network of participant A, XI-4-09 Graph showing relationships between emotion themes across five episodes. E1 E2 E3 E4 E5 Virtual Diagnostic Thermos Evaluation — Confused Curious Asking Confused Literacy Asking Overwhelmed Challenge Teamwork Happy Confused Self-aware
Convergent Academic Anxiety Learning Resilience Social Support Emotion Fluctuation & Coexistence Self-Awareness
Divergent Gradual Academic Adaptation
Configuration: confusion recurs and transforms into adaptive strategies, then coexists with positive emotions and metacognitive awareness.

PARTICIPANT XI-4-10

Stable Enthusiasm with Difficulty–Regulation Fluctuation
Temporal network of participant B, XI-4-10 Graph showing relationships between emotion themes across five episodes. E1 E2 E3 E4 E5 Virtual Diagnostic Thermos Evaluation Slinky Enthusiastic Confused Happy Enthusiastic Anxious Difficult Regulation Enthusiastic Practice Team Anxious Enthusiastic Difficult Regulation Satisfied Enthusiastic Happy Frustration Satisfied
Convergent Academic Anxiety Learning Resilience Social Support Emotion Fluctuation & Coexistence Self-Awareness
Divergent Stable Longitudinal Enthusiasm
Configuration: enthusiasm is a relatively stable longitudinal node, interacting with difficulty, anxiety, and self-regulation.

PARTICIPANT XI-4-13

Intense Enthusiasm with Existential Reflection
Temporal network of participant C, XI-4-13 Graph showing relationships between emotion themes across five episodes. E1 E2 E3 E4 E5 Virtual Diagnostic Thermos Evaluation — Ambivalent Confused Challenge Happy Enthusiastic Curious Confused Thorough Curious Difficult Happy Relieved Curious Frustration Happy Metacognitive
Convergent Academic Anxiety Learning Resilience Social Support Emotion Fluctuation & Coexistence Self-Awareness
Divergent Existential Reflection
Configuration: curiosity forms a strong longitudinal node; confusion and difficulty become part of the reflective process.

PARTICIPANT XI-4-20

Cognitive Load with Social Strategy and Ambivalence
Temporal network of participant D, XI-4-20 Graph showing relationships between emotion themes across five episodes. E1 E2 E3 E4 E5 Virtual Diagnostic Thermos Evaluation Slinky Anxious Overwhelmed Relieved Friends Enthusiastic Confused Focus Regulation Happy Teamwork Critical Pressure Asking Thorough Satisfied Relieved Confused Overwhelmed Group Focus
Convergent Academic Anxiety Learning Resilience Social Support Emotion Fluctuation & Coexistence Self-Awareness
Divergent Critical Thinking as Identity
Configuration: cognitive load fluctuates; social strategies serve as regulation, while the final context reintroduces pressure.

PARTICIPANT XI-4-21

Contextual Responsiveness with Shifting Emotion Sources
Temporal network of participant E, XI-4-21 Graph showing relationships between emotion themes across five episodes. E1 E2 E3 E4 E5 Virtual Diagnostic Thermos Gamification Slinky AI Frustration Sad Teacher Confident Happy Understand Forget–Remember Enthusiastic Practice Searching Happy Competitive Social Stable Fun Fearful
Convergent Academic Anxiety Learning Resilience Social Support Emotion Fluctuation & Coexistence Self-Awareness
Divergent AI Assessment Resistance
Configuration: emotion sources shift from system resistance to concept clarity, practice, social interaction, and adaptive stability.

PARTICIPANT XI-4-22

Anxiety–Resilience Dialogue with Reflective Awareness
Temporal network of participant F, XI-4-22 Graph showing relationships between emotion themes across five episodes. E1 E2 E3 E4 E5 Virtual Diagnostic Thermos Evaluation Slinky Anxious Panic Asking Anxious Literacy Resilient Trying Enthusiastic Panic Anxious Team Relieved Anxious Help Confident Thorough Satisfied Curious Panic Trying Happy
Convergent Academic Anxiety Learning Resilience Social Support Emotion Fluctuation & Coexistence Self-Awareness
Divergent Literacy & Emotion Regulation Reflection
Configuration: anxiety is not linearly eliminated but dialogues with resilience; eventually anxiety coexists with curiosity, effort, joy, and reflection.
Black = dominant theme
White = emergent theme
Solid = linkage/recurrence
Dashed = feedback/coexistence
Arrow = interpretive direction
Dashed circle = residual
Vertical = episode boundary
Gray = episode configuration (coexistence)
ConvergentBlack = cross-participant theme
DivergentDashed gray = idiographic/divergent theme
Interpretive notes on epistemic emotion dynamics
  • The network is not a deterministic causal sequence but a visual representation of emotional experience configurations emerging temporally in reflection.
  • Cross-episode lines indicate recurring or interpretively continuous themes.
  • Dashed lines show feedback, coexistence, or non-linear relationships.
  • Coexistence of positive and negative emotions is retained when both are present in the same episode.
  • Node size indicates relative visual emphasis, not quantitative frequency.
  • Absence of lines does not mean absence of emotional experience; relationships are shown only when interpretive basis is available.
E1 = Virtual Sound Wave Lab   |   E2 = Temperature & Heat Diagnostic   |   E3 = Thermos Project   |   E4 = Black Principle Evaluation / Blended Learning   |   E5 = Slinky & Video Lab