PENGARUH MOTIVASI BERPRESTASI DAN KONSEP DIRI AKADEMIK TERHADAP PRESTASI AKADEMIK SISWA SMP NEGERI SE-KOTA MALANG
Abstract
Academic achievement is starting point for the students to succeed in learning. There are two factors that contribute to succeed of the students’ academic achievement such as achievement motivation and academic self-concept, both factors are non-cognitive factor that affect on students' academic achievement. This research aimed to examine the effect of achievement motivation and academic self-concept on academic achievement of students of all the Junior High School in Malang city. Path analysis method been used to analyze the data that been collected from 393 samples. Result of the research shown that there were positive and significant directly and indirectly influenced between academic self-concept and achievement motivation on academic achievement.
Prestasi akademik merupakan tolak ukur keberhasilan siswa dalam belajar. Terdapat dua faktor yang berkontribusi dalam keberhasilan siswa mencapai prestasi akademik, yaitu motivasi berprestasi dan konsep diri akademik, keduanya merupakan faktor non-kognitif yang berpengaruh terhadap prestasi akademik siswa. Penelitian ini bertujuan untuk menguji pengaruh motivasi berprestasi dan konsep diri akademik terhadap prestasi akademik siswa SMPN se-Kota Malang. Metode analisis jalur digunakan untuk menganalisis data yang dikumpulkan dari 393 sampel. Hasil penelitian ini menunjukkan terdapat pengaruh positif dan signifikan secara langsung dan tidak langsung antara konsep diri akademik dan motivasi berprestasi terhadap prestasi akademik.
Keywords
Full Text:
PDFReferences
Ardhana, W. 1990. Atribusi Terhadap Sebab-sebab Keberhasilan dan Kegagalan serta kaitannya dengan Motivasi untuk
Berprestasi. Jurnal Forum Penelitian IKIP Malang, 4:3—4.
Burns, R.B.1993. Konsep Diri, Teori, Pengukuran, Perkembangan dan Perilaku (alih bahasa oleh Eddy). Jakarta: Archan.
Busari, A.O. 2000. Stress Inoculation Training and Self-Statement Monitoring Technique in the Reduction of Test Anxiety
Among Adolescent Under-achievers in Ibad University. Tesis. Ibad: Ibad University.
Cohen, J.D. 1983. Applied Multiple Regression/ Correlation Analysis for the Behavioral Sciences. 2th ed. Englewood Chliffs:
Lawrence Erlbaum Associates Publisher.
D’Ailly, H. 2003. Children’s Autonomy and Perceived Control in Learning: A Model of Motivation and Achivement in Taiwan.
Journal of Educational Psychology 95 (1)84—96.
Damrongpanit, S., Reungtragul, A. & Pittayanon, T. 2010. An investigation of the Effect between Academic Self-Concept,
NonAcademic Self-Concept, and Academic Achievement: Causal Ordering Models. Reaserch in Higher Education
Journal.
Elliot, A.J., Stephen N., Kratochwill, T.R., Litlefield, J., Cooc, J., Travers, T. 2000. Educational Psychology: Effective
Teaching. Effective Learning. Third Edition. Boston: The McGraw-Hill
Gall, M.D., Gall, J.P & Borg, W.R. 2003. Educational Research: An Introduction. Boston: A & B Publications.
Glover, J.A. & Buring, R.H. 1990. Educational Psychology. Principles and Application Third Edition. San Diego
C.A: Harpercollins.
Hussain, A. 2006. Effect of Guidance Service on Study Attitudes, Study Habits, and Academic Achievement of Secondary
School Students. Bulletin of Education & Research, 28 (1):35—45.
McClelland, D. 1987. Human Motivation. New York: Cambridge University Press.
Modo, F. Sanni, K. Uwah, C. & Mogbo, I. 2013. Guidance and Counseling Service in Secondary School as Coping Strategy for
Improved Academic Performance of Students in Akwa Ibom State, Nigeria. In Journal of Research on Humanities and
Social Sciences. 3 (4):43—47.
Mufarida, H. 2015. Model Teoritik Prestasi Akademik Siswa SMAN Kota Malang. Tesis. Universitas Negeri Malang.
Sing & Stroh. 2003. What are the Effects of Comprehensive Developmental Guidance Programs on Early Elementary Students’
Academic Achievement? Professional School Counseling, 6:352—364
Skoe, E. & Lippe, A. Von der. 2005. Personality Development in Adolescence a Cross National and life span perspective.
London: Taylor & Francis e-Library.
Schunk, D.H., Pintrich, P.R. & Meece, J.L. 2008. Motivation in Education: Theory, Research and Application (3rd Ed.). New
Jersey: Pearson Education. Inc.
Slavin, R.E. 2009. Psychology Theory and Practice. Massachussets: Allan and Bacon
Tan, J.B.Y. & Yates, S.M. 2007. A Rasch Analisis for the Academic Self-Concept Questionnaire. International Educational
Journal 8 (2):470—484.
DOI: http://dx.doi.org/10.17977/jp.v1i12.8341
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License |