Pengaruh Lingkungan Belajar terhadap Konsep Diri Akademik Siswa: Model Rekonstruksi dalam Pembelajaran Fisika
DOI:
10.29303/jipp.v9i1.1901Published:
2024-02-29Downloads
Abstract
Konsep diri akademik adalah representasi konseptual individu dari kemampuan akademik umum dan khusus. Konsep diri akademis bukanlah bawaan; Sebaliknya, itu muncul melalui keterlibatan berulang dengan konteks sosial yang beragam dan berkelanjutan, seperti lingkungan belajar. Dengan menggunakan pemodelan persamaan struktural, penelitian ini berupaya mengidentifikasi faktor-faktor psikologis lingkungan belajar yang mempengaruhi pertumbuhan konsep diri akademik siswa. Kuesioner What is Happening in This Class (WIHIC) digunakan untuk mengevaluasi persepsi siswa tentang lingkungan belajar mereka, dan Physics Academic Self-Concept Inventory (PASCI) digunakan untuk menilai konsep diri akademik mereka dalam belajar fisika. Sampel terdiri dari 260 murid dari lima sekolah menengah atas negeri di kota Jambi. Hasil pemodelan persamaan struktural dengan varian (SEM-PLS) menunjukkan korelasi positif yang signifikan antara persepsi siswa tentang lingkungan belajar mereka (skala dukungan dan investigasi guru) dan konsep diri akademis mereka dalam belajar fisika. Temuan empiris penelitian ini berkontribusi signifikan terhadap literatur yang ada tentang pengaruh lingkungan belajar terhadap pengembangan konsep diri akademik dan prestasi akademik dalam fisika. Selain itu, temuan penelitian ini menyoroti pentingnya menggunakan teknik dan intervensi khusus untuk menumbuhkan dan menumbuhkan persepsi diri akademik positif siswa di bidang pendidikan fisika.
Keywords:
Fisika, Konsep diri akademik, Lingkungan belajarReferences
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