Hubungan Self Esteem dengan Keaktifan Belajar IPS Siswa Kelas V SDN Kelurahan Tebet Timur Jakarta Selatan
DOI:
https://doi.org/10.29303/goescienceed.v7i3.2233Keywords:
Self Esteem, Learning Engagement, Elementary Social Studies Education.Abstract
Self-esteem is an individual’s assessment of themselves that can influence students’ behavior and engagement in the learning process. This study aims to determine the relationship between self-esteem and social studies learning engagement among fifth-grade students at an elementary school in Tebet Timur, South Jakarta. This study employed a quantitative method with a correlational design. The sample consisted of 126 students selected using proportional random sampling. Data were collected through self-esteem questionnaires and social studies learning engagement questionnaires, then analyzed using the Pearson Product-Moment correlation test after conducting prerequisite tests, namely the normality test and the linearity test. The results showed a positive and significant relationship between self-esteem and social studies learning engagement, with a correlation coefficient of r = 0.678 and a significance level of p < 0.001. This means that the higher a student’s self-esteem, the higher their social studies learning engagement, with a contribution of 46% based on the coefficient of determination. The results of this study indicate that self-esteem is one of the psychological factors that play a role in encouraging students’ active participation in learning. Students with high self-esteem tend to be more confident and willing to actively participate by asking questions, answering questions, engaging in discussions, and expressing their opinions during the social studies learning process
References
Aisyah, S., Sholeh, M., Bunga Lestari, I., Dwi Yanti, L., Mayangsari, P., & Arista Mukti, R. (2024). Peran Penggunaan Teknologi dalam Pembelajaran IPS di Era Digital. http://journal.ainarapress.org/index.php/jiepp
Coopersmith, S. (1967). The Antecedents of Self-esteem. W. H. Freeman and Company.
Hanifah, A. M., & Sumardi, S. (2022). Pengaruh Kesulitan Belajar dan Keaktifan Siswa Terhadap Hasil Belajar di MTS Negeri 4 Wonogiri. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 8(2), 165. https://doi.org/10.24853/fbc.8.2.165-170
Hasanah, Z., & Himami, A. S. (2021). Model Pembelajaran Kooperatif dalam Menumbuhkan Keaktifan Belajar Siswa. IRSYADUNA: Jurnal Studi Kemahasiswaan, 1.
Jurca, A.-M., Borca, C. – V., & Vaetisi, M. (2022). The implications of self-esteem development in primary school students. Journal of Educational Sciences, 46(1), 88–100. https://doi.org/10.35923/JES.2022.2.07
Lathifah, A. S., Hardaningtyas, K., Pratama, Z. abiyyuda, & Moewardi, I. (2024). Penerapan Teori Belajar Konstruktivisme dalam Meningkatkan Keaktifan dan Hasil Belajar Siswa. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 3(1), 36–42. https://doi.org/10.54259/diajar.v3i1.2233
Maslow, A. (1970). Motivation and personality. In Motivation and personality. (2nd ed.). Harper & Row.
Mubarok, H., Dinangsit, D., & Lengkana, A. S. (2022). The Relationship Of Self esteem And Physical Fitness To Learning Achievement In Jabal Toriq Boarding School Students. JUARA : Jurnal Olahraga, 7(3), 512–525. https://doi.org/10.33222/juara.v7i3.2265
Nurfalihah, H. (2023). Hubungan Antara Self Confidence dengan Keaktifan Belajar Peserta Didik Kelas VII SMP Islam Assa’adatul Abadiyah. JIRK Journal of Innovation Research and Knowledge, 3(5).
Perianto, E. (2021). Hubungan Antara Self Control dan Self esteem dengan Perilaku Menyontek Pada Peserta Didik di Sekolah Menengah Pertama di Yogyakarta. In Jurnal Bimbingan dan Konseling Ar-Rahman (Vol. 7, Issue 1). http://ojs.uniska.ac.id/index.php/BKA
Rosenberg, M. (1965). Society and the adolescent self-image. In Society and the Adolescent Self-Image. Princeton University Press. https://doi.org/10.2307/2575639
Sudjana, N. (2010). Penilaian Hasil Proses Belajar Mengajar. Remaja Rosdakarya.
