Abstract
This study aimed to understand the correlation between academic self-concept and biology learning outcomes on high school students at virus material. The design used in this study was correlational. This study used descriptive quantitative as its method. The subjects of this study were tenth-grade students of senior high school in Tangerang Regency. The subjects of this study consisted of 135 respondents men and women, there were 102 respondents were taken as the sample through a simple random sampling technique. The data were obtained using the instrument of academic self-concept and students' learning outcomes on virus material. The learning outcomes were based on the multiple-choice test. After that, the obtained data were analyzed using Pearson Product Moment (PPM) of the SPSS 16 version. The results show that there is a positive and significant correlation between academic self-concept and biology learning outcomes of students with the coefficiency (r x1y ) of 0.553
Highlights
Learning is one of human efforst to improve their abilities, both intellectually and emotionally can be interpreted as a complex process to change behavior through exercises, observation, and other learning processes
According to Jensen et al, (2015) the main factor which influences a learning process and outcome of science subject is academic self-concept. Some largescale studies such as PISA have examined students' self-concepts in general science, while other researchers have developed different steps in the science subdomain and the results show students with good self-concepts can distinguish their academic self-concepts in biology, physics or chemistry (Jansen, et al, 2019)
According to pahlivan (2010) in Baran et al, (2011) explain that there is a relationship between academic self concept with internal and external factors with students’ academic or learning outcomes
Summary
Learning is one of human efforst to improve their abilities, both intellectually and emotionally can be interpreted as a complex process to change behavior through exercises, observation, and other learning processes. According to Jensen et al, (2015) the main factor which influences a learning process and outcome of science subject is academic self-concept. Students who have good academic self-concept have a positive relationship with learning motivation which leads them to have a satisfactory achievement, so students are able to recognize their academic abilities that will help in achieving learning outcomes.
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