KORELASI REGULASI DAN KONSEP DIRI DENGAN MOTIVASI BERPRESTASI SISWA PADA MATA PELAJARAN IPA KELAS IV

Abstract

Abstrak

Penelitian ini bertujuan untuk mengetahui korelasi regulasi dan konsep diri baik secara parsial maupun simultan dengan motivasi berprestasi siswa. Penelitian menggunakan pendekatan kuantitatif metode ex-postfacto. Populasinya adalah siswa kelas IV SD se-gugus 3 Kecamatan Pengasih berjumlah 114 dan sampel berjumlah 88 dengan teknik proportional random sampling. Instrumen diujicobakan kepada 26 siswa. Validitas instrumen menggunakan metode corrected item total correlation dan reliabilitasnya menggunakan rumus Alpha Cronbach. Uji prasyarat analisisnya adalah linieritas, normalitas, dan multikolinieritas. Teknik analisis datanya adalah korelasi parsial, korelasi ganda, dan regresi ganda. Hasil penelitian menjukkan bahwa: 1) terdapat korelasi signifikan antara regulasi diri dengan motivasi berprestasi sebesar 0,363 dan sumbangan efektifnya 19,87%; 2) terdapat korelasi signifikan antara konsep diri dengan motivasi berprestasi sebesar 0,676 dan sumbangan efektifnya 54,23%; dan 3) terdapat korelasi signifikan antara regulasi diri dan konsep diri dengan motivasi berprestasi sebesar 0,861 dan sumbangan efektifnya 74,1%.

Kata kunci: regulasi diri, konsep diri, motivasi berprestasi siswa

Abstract

This research aimed to know the correlation between self-regulation and self-concept either partially or simultaneously with students’s achievement motivation. The research used a quantitative approach with expostfacto
method. The population were fourth grade students at Gugus 3 Kecamatan Pengasih with 114 students and the sample were 88 students with proportional random sampling technique. Instruments were tested on 26 students. The validity of the instrument used corrected item total correlation method and reliability used Cronbach Alpha formula. Prerequisite test analysis were linearity, normality, and multicollinearity. Data analysis technique were partial correlation, multiple correlation, and multiple regression. The result of this research were:
1) there was a significant correlation between self-regulation and achievement motivation partially by 0,363 and the effective contribution of 19.87%; 2) there was a significant correlation between self-concept and achievement motivation partially by 0.676 and effective contribution of 54.23%; and 3) there was a significant correlation between self-regulation and self-concept with achievement motivation simultaneously by 0.861 and effective contribution of 74.1%.

Keywords: self-regulation, self-concept, students’s achievement motivation