Abstract
This research aims to examine whether there is an influence of self-confidence in students' motivation to achievement in science lesson in elementary schools. This is a field research, where the researchers are involved directly down to the place of research to collect the data relevant to the indicators in the research objectives, which classifies this as a field research with a correlational quantitative approach. Correlational quantitative research is research to determine the level of relations between two or more variables, without making changes, additions, or manipulations of data that already exists. The data analysis techniques was done by observations and questionnaires instruments. Based on the results of analysis with manual calculations, the R Square correlation coefficient is 0.39 or 39% which means that self-confidence affects student motivation for achievement, while the rest is influenced by other variables of 61% that were not examined. This indicates that the variations of confidence with motivation of achievement is 39%. Based on the calculation, the tcount valued 2.898> from ttable, with dk=48, worth 2.011 which means there is an influence of confidence (X) to motivation for achievement (Y). The hypothesis for Ha is accepted and Ho is rejected.
Highlights
Pendidikan merupakan sebuah sarana yang memfasilitasi anak untuk belajar dan mengembangkan potensi
whether there is an influence of self-confidence in students' motivation to achievement in science lesson
which classifies this as a field research with a correlational quantitative approach
Summary
Percaya Diri Percaya diri dalam setiap kegiatan yang akan kita lakukan sepanjang hari merupakan sebuah kewajiban. Berdasarkan pengertian dari ahli tersebut dapat disimpulkan bahwa percaya diri memiliki arti meyakinkan pada kemampuan dan penilaian (judgement) diri sendiri dalam melakukan tugas dan memilih pendekatan yang dirasa cukup efektif. Prestasi belajar juga merupakan manifestasi dari serangkaian pembelajaran yang telah dilakukan oleh siswa dan lingkungannya dengan berbagai macam faktor eksternal dan internal yang mempengaruhinya (Franke & Bogner, 2013; Nath, 2012; Shen, McCaughtry, Martin, & Fahlman, 2009). Dari berbagai pendapat dan teori yang telah dijelaskan sebelumnya, dapat disimpulkan bahwa prestasi belajar adalah hasil yang telah dicapai siswa dalam proses pembelajaran. Hal ini diungkapkan oleh Djamarah (2008) bahwa rasa percaya diri merupakan bagian dari faktor psikologis yang mempengaruhi prestasi belajar. Hal ini sejalan dengan Astin dengan teori I-E-O (Inputs, Environment, Outcomes) Model (Ismiyati, 2015; Strayhorn, 2008)
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