Pengaruh Lingkungan Belajar terhadap Konsep Diri Akademik Siswa: Model Rekonstruksi dalam Pembelajaran Fisika

Oktaria Dwi Putri; Zurweni Zurweni; Afreni  Hamidah

doi:10.29303/jipp.v9i1.1901

Pengaruh Lingkungan Belajar terhadap Konsep Diri Akademik Siswa: Model Rekonstruksi dalam Pembelajaran Fisika

Penulis

Oktaria Dwi Putri , Zurweni Zurweni , Afreni Hamidah

DOI:

10.29303/jipp.v9i1.1901

Diterbitkan:

2024-02-29

Terbitan:

Vol 9 No 1 (2024): Februari

Kata Kunci:

Fisika, Konsep diri akademik, Lingkungan belajar

Articles

##submission.downloads##

pdf (English)

Cara Mengutip

Putri, O. D., Zurweni, Z., & Hamidah, A. . (2024). Pengaruh Lingkungan Belajar terhadap Konsep Diri Akademik Siswa: Model Rekonstruksi dalam Pembelajaran Fisika. Jurnal Ilmiah Profesi Pendidikan, 9(1), 602–610. https://doi.org/10.29303/jipp.v9i1.1901

Unduh Sitasi

Abstrak

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.

Referensi

Aldridge, J. M., & Rowntree, K. (2022). Investigating Relationships between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates. Research in Science Education, 52(5), 1545-1564. https://doi.org/10.1007/s11165-021-09998-2

Arens, A. K., Frenzel, A. C., & Goetz, T. (2022). Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement. The Journal of Experimental Education, 90(3), 615-633. https://doi.org/10.1080/00220973.2020.1786347

Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., & Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research, 91(1), 34-72. https://doi.org/10.3102/0034654320972186

Asanjarani, F., & Zarebahramabadi, M. (2021). Evaluating the Effectiveness of Cognitive-Behavioral Therapy on Math Self-Concept and Math Anxiety of Elementary School Students. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 223-229. https://doi.org/10.1080/1045988X.2021.1888685/

Asikainen, H., & Gijbels, D. (2017). Do Students Develop towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education. Educational Psychology Review, 29(2), 205-234. https://doi.org/10.1007/s10648-017-9406-6

Bullinaria, J. A. (2018). Evolution of Learning Strategies in Changing Environments. Cognitive Systems Research, 52(1), 429-449. https://doi.org/10.1016/j.cogsys.2018.07.024

Chang, H.-Y., Wang, C.-Y., Lee, M.-H., Wu, H.-K., Liang, J.-C., Lee, S. W.-Y., Chiou, G.-L., Lo, H.-C., Lin, J.-W., & Hsu, C.-Y. (2015). A Review of Features of Technology-Supported Learning Environments Based on Participants’ Perceptions. Computers in Human Behavior, 53, 223-237. https://doi.org/10.1016/j.chb.2015.06.042

Fleischmann, M., Hübner, N., Marsh, H. W., Guo, J., Trautwein, U., & Nagengast, B. (2022). Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation. Journal of Educational Psychology, 114(1), 127. https://doi.org/10.31234/osf.io/7pbac

Fraser, B. J. (2002). Learning Environments Research: Yesterday, Today and Tomorrow. In Studies in Educational Learning Environments: An International Perspective (pp. 1-25). World Scientific.

Gefen, D., Straub, D., & Boudreau, M.-C. (2000). Structural Equation Modeling and Regression: Guidelines for Research Practice. Communications of the Association for Information Systems, 4(1), 7. https://doi.org/10.17705/1CAIS.00407

Guo, J.-P., Yang, L.-Y., Zhang, J., & Gan, Y.-J. (2021). Academic Self-Concept, Perceptions of the Learning Environment, Engagement, and Learning Outcomes of University Students: Relationships and Causal Ordering. Higher Education, 1-20. https://doi.org/https://doi.org/10.1007/s10734-021-00705-8

Guo, J. (2018). Building Bridges to Student Learning: Perceptions of the Learning Environment, Engagement, and Learning Outcomes among Chinese Undergraduates. Studies in Educational Evaluation, 59, 195-208. https://doi.org/10.1016/j.stueduc.2018.08.002

Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage publications.

Jahanifar, M. (2022). Academic Self-Concept in Physics: A Multidimensional and Hierarchical Model Based on Learning Targets. School Science and Mathematics, 122(8), 402-416. https://doi.org/10.1111/ssm.12559

Jian-Xin, Y., Yu-Xuan, X., Tian, L., Chu-Fan, D., Yu-Ying, G., & Fortus, D. (2023). Disciplinary Learning Motivation and Its External Influencing Factors: Taking Physics in a “Selection Crisis” as an Example. Research in Science Education, 1-17. https://doi.org/10.1007/s11165-023-10112-x

Kemdikbud. (2022). Buku Saku Tanya Jawab Kurikulum Merdeka. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Kulakow, S. (2020). Academic Self-Concept and Achievement Motivation Among Adolescent Students in Different Learning Environments: Does Competence-Support Matter? Learning and Motivation, 70, 101632. https://doi.org/10.1016/j.lmot.2020.101632

Lee, M.-H., Liang, J.-C., Wu, Y.-T., Chiou, G.-L., Hsu, C.-Y., Wang, C.-Y., Lin, J.-W., & Tsai, C.-C. (2020). High School Students’ Conceptions of Science Laboratory Learning, Perceptions of the Science Laboratory Environment, and Academic Self-Efficacy in Science Learning. International Journal of Science and Mathematics Education, 18(1), 1-18. https://doi.org/10.1007/s10763-019-09951-w

Ma, L., Xiao, L., & Hau, K.-T. (2022). Teacher Feedback, Disciplinary Climate, Student Self-Concept, and Reading Achievement: A Multilevel Moderated Mediation Model. Learning and Instruction, 79(1), 101602. https://doi.org/10.1016/j.learninstruc.2022.101602

MacLeod, C., & Fraser, B. J. (2010). Development, Validation and Application of a Modified Arabic Translation of the What Is Happening in This Class?(WIHIC) Questionnaire. Learning Environments Research, 13(2), 105-125. https://doi.org/10.1007/s10984-008-9052-5

Maison, M., Syahria, S., Syamsurizal, S., & Tanti, T. (2019). Learning Environment, Students' Beliefs, and Self-Regulation in Learning Physics: Structural Equation Modeling. Journal of Baltic Science Education, 18(3), 389-403. https://doi.org/10.33225/jbse/19.18.389

McInerney, D. M., Cheng, R. W.-Y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement. Journal of Advanced Academics, 23(3), 249-269. https://doi.org/10.1177/1932202X12451020

OECD. (2018). OECD Science, Technology and Innovation Outlook 2018. Paris: OECD Publishing.

Schroeders, U., & Jansen, M. (2022). Science Self-Concept–More Than the Sum of Its Parts? The Journal of Experimental Education, 90(2), 435-451. https://doi.org/10.31234/osf.io/k76xa

Sen Akçay, Z., & Senemoglu, N. (2021). Prediction of Physics Lesson Learning Level by Students' Characteristics and Teaching-Learning Process. International Journal of Education in Mathematics, Science and Technology, 9(4), 625-654. https://doi.org/10.46328/ijemst.1754

Toharudin, U., Rahmat, A., & Kurniawan, I. (2019). The Important of Self-Efficacy and Self-Regulation in Learning: How Should a Student Be? Journal of Physics: Conference Series, 1157(2), 022074. https://doi.org/10.1088/1742-6596/1157/2/022074

Ugwuanyi, C. S., Okeke, C. I., & Ageda, T. A. (2020). Psychological Predictors of Physics Learners' Achievement: The Moderating Influence of Gender. Cypriot Journal of Educational Sciences, 15(4), 834-842. https://doi.org/10.18844/cjes.v15i4.4635

Lisensi

Artikel ini berlisensi Creative Commons Attribution 4.0 International License.

Pengaruh Lingkungan Belajar terhadap Konsep Diri Akademik Siswa: Model Rekonstruksi dalam Pembelajaran Fisika

Penulis

DOI:

Diterbitkan:

Terbitan:

Kata Kunci:

Articles

##submission.downloads##

Cara Mengutip

Abstrak

Referensi

Lisensi

Informasi

Dikembangkan Oleh

Official Website Of

Jurnal Ilmiah Profesi Pendidikan, Universitas Mataram

Contact Us

Official link

Share & Follow