Kontribusi faktor-faktor non-kognitif pada prestasi belajar siswa sekolah menengah pertama

Dany Moenindyah Handarini(1*),

(1) Jurusan Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas Negeri Malang
(*) Corresponding Author

Abstract


Penelitian ini bertujuan untuk mengetahui kontribusi keterampilan menetapkan tujuan, regulasi diri akademik, resiliensi akademik, efikasi diri akademik, dan motivasi berprestasi pada prestasi belajar secara sendiri-sendiri, dan mengetahui seberapa besar kontribusi variabel-variabel tersebut secara bersama-sama pada prestasi belajar. Desain penelitian yang digunakan adalah kausal komparatif. Sampel ditarik dari 27 SMP Negeri di Kota Malang dengan teknik multistage random sampling, dan diperoleh jumlah sampel sekolah sebesar 4 sekolah dan sampel siswa sebanyak 340. Data penelitian dikumpulkan dengan menggunakan skala pengukuran keterampilan menetapkan tujuan, skala pengukuran regulasi diri akademik, skala pengukuran resiliensi akademik, skala pengukuran efikasi diri akademik, dan skala pengukuran motivasi berprestasi; sedangkan data prestasi akademik diperoleh melalui dokumen nilai Ulangan Tengah Semester sebelum memperoleh tindakan pengajaran remidi mata-mata pelajaran Matematika, Bahasa Indonesia, Bahasa Inggris, Ilmu Pengetahuan Alam, dan Ilmu Pengetahuan Sosial. Data-data tersebut kemudian dianalisis dengan menggunakan analisis statistik regresi berganda. Hasil penelitian menunjukkan bahwa hanya efikasi diri akademik yang memberi kontribusi pada prestasi akademik; sedangkan keterampilan menetapkan tujuan, regulasi diri akademik, resiliensi akademik, motivasi berprestasi tidak memberi kontribusi pada prestasi akademik. Variabel-variabel bebas dalam penelitian ini secara bersama-sama memberi kontribusi hanya sebesar 2,8%.

 

The contribution of cognitive factors on the learning achievements of elementary school students

 

Abstract

This study was intended to invent effective contribution of goal setting skill, academic self-regulation, academic resilience, academic self-efficacy, and achievement motivation to academic achievement. Causal comparative design was applied to find the aim of the study. Sample was taken from 4 schools, out of 27 state secondary schools at Kota Malang, using multistage random technique. The instruments used to collect data were: goal setting skill scale, academic self-regulation scale, academic resilience scale, academic self-efficacy scale, and achievement motivation scale, and student achievement score. Data of academic achievement was taken by calculating mean of mathematics, Bahasa Indonesia, English, Social Science, Science score of mid-semester test. Data was analyzed by multiple regression. Result of this study showed only academic self-efficacy contribute to academic achievement, whereas other variables does not. The fourth independent variables, all together, contribute only 2.8%.


Keywords


faktor non-kognitif; keterampilan menetapkan tujuan; regulasi diri akademik; resiliensi akademik; efikasi diri akademik; motivasi berprestasi; prestasi belajar non-cognitive factor; goal-setting skill; academic self-regulation; academic resiliency; academ

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DOI: http://dx.doi.org/10.33292/petier.v1i2.22

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