Analysis of awareness and confidence in learning outcomes with students' academic motivation: SEM approach

Dede Dwi Kurniasih, Miftah Hur Rahman ZH, Dini Arifa Ayunisa, Maryono Maryono, Khabib Mustofa, Siswanto Siswanto

Abstract


Low self-awareness and confidence hinder learning strategies, reduce academic motivation, and prevent psychology-based educational strategies from developing optimally due to limited research integrating these factors. This study examines the influence of self-awareness and self-confidence on learning achievement, mediated by academic motivation. Data from 300 high school students in Indonesia were collected using a Likert scale questionnaire, while learning achievement was measured based on the average semester score. Structural Equation Modeling (SEM) analysis showed that self-awareness had a positive and significant effect on academic motivation (β = 0.45, p < 0.01) and learning achievement (β = 0.30, p < 0.01). Similarly, self-confidence positively influenced academic motivation (β = 0.35, p < 0.01) and learning achievement (β = 0.25, p < 0.01). Academic motivation was found to mediate the relationship between self-awareness and learning achievement (indirect effect = 0.20, p < 0.01) as well as between self-confidence and learning achievement (indirect effect = 0.15, p < 0.01). The proposed SEM model demonstrated a good fit with the data (χ² = 212.34, df = 149, p < 0.01; RMSEA = 0.045; CFI = 0.97; TLI = 0.96). These findings highlight the importance of self-awareness and self-confidence in enhancing learning achievement through increased academic motivation. This study contributes theoretically to understanding psychological factors affecting learning achievement and has practical implications for developing educational interventions. Future research is recommended to adopt a longitudinal design and mixed methods and explore mediator or moderator variables for more effective educational strategies.

Keywords


Self-awareness; Self-confidence; Academic motivation; Learning achievement

Full Text:

PDF

References


Ahmad, S., Zulkurnain, N., & Khairushalimi, F. (2016). Assessing the validity and reliability of a measurement model in structural equation modeling (SEM). British Journal of Mathematics & Computer Science, 15(3), 1–8. https://doi.org/10.9734/bjmcs/2016/25183

Alsa, A., Hidayatullah, A. P., & Hardianti, A. (2021). Strategi belajar kognitif sebagai mediator peran motivasi belajar terhadap prestasi belajar. Gadjah Mada Journal of Psychology (GamaJoP), 7(1), 99–114. https://doi.org/10.22146/gamajop.62623

Amalda, N., & Prasojo, L. D. (2018). Pengaruh motivasi kerja guru, disiplin kerja guru, dan kedisiplinan siswa terhadap prestasi belajar siswa. Jurnal Akuntabilitas Manajemen Pendidikan, 6(1), 11–21. https://doi.org/10.21831/amp.v6i1.7515

Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139–161. https://doi.org/10.1016/0146-6402(78)90002-4

Bandura, A. (1997). Efikasi diri: Pelaksanaan pengendalian. WH Freeman/Times Books/ Henry Holt & Co.

Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/9780203807644

Chen, S. (2024). Structural modeling of Chinese students’ academic achievement identity and basic psychological needs: Do academic self-efficacy and mindfulness play a mediating role? BMC Psychology, 12(142), 1–12. https://doi.org/10.1186/s40359-024-01571-6

Cramm, J. M., Strating, M. M. H., Roebroeck, M. E., & Nieboer, A. P. (2013). The importance of general self-efficacy for the quality of life of adolescents with chronic conditions. Social Indicators Research, 113(1), 551–561. https://doi.org/10.1007/s11205-012-0110-0

Deci, E. L., & Ryan, R. M. (1985). Motivasi intrinsik dan penentuan nasib sendiri dalam perilaku manusia. Springer Science & Business Media. https://doi.org/10.1007/978-1-4899-2271-7

Dewi, L. S. N., Rendra, N. T., & Dibia, I. K. (2020). Korelasi antara disiplin belajar dengan prestasi belajar siswa. Jurnal Ilmiah Pendidikan Profesi Guru, 3(3), 427–433. https://doi.org/10.23887/jippg.v3i3.29965

Duval, S., & Wicklund, R. A. (1972). A theory of objective self awareness. Academic Press.

Diener, E., & Wallbom, M. (1976). Effects of self-awareness on antinormative behavior. Journal of Research in Personality, 10(1), 107–111. https://doi.org/10.1016/0092-6566(76)90088-X

Fahyuni, E. F., Romadlon, D. A., Hadi, N., Haris, M. I., & Kholifah, N. (2020). Model aplikasi cybercounseling Islami berbasis website meningkatkan self-regulated learning. Jurnal Inovasi Teknologi Pendidikan, 7(1), 93–104. https://doi.org/10.21831/jitp.v7i1.34225

Farenti, F., & Sekonda, F. A. (2022). Pengaruh kesadaran diri (self awareness) terhadap perencanaan karier pada Siswa Kelas XI di SMA Negeri 3 Kota Jambi. Jurnal Pendidikan Tambusai, 6(3), 13640–13646. https://doi.org/10.31004/jptam.v6i3.4488

Fluerentin, E. (2014). Latihan kesadaran diri (self awareness) dan kaitannya dengan penumbuhan karakter. Jurnal Inspirasi Pendidikan, 1(1), 9–18. https://doi.org/10.21067/jip.v1i1.472

García, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and US education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. In Economic Policy Institute. Economyc Police Institute. https://files.epi.org/pdf/205622.pdf

Gebremedhin, M., Gebrewahd, E., & Stafford, L. K. (2022). Validity and reliability study of clinician attitude towards rural health extension program in Ethiopia: Exploratory and confirmatory factor analysis. BMC Health Services Research, 22(1), 1–10. https://doi.org/10.1186/s12913-022-08470-9

Hair, J. F., Black, W., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th Edition). Pearson.

Hooker, M. D. (2016). Another look at πίστις ΧÏιστοῦ. Scottish Journal of Theology, 69(1), 46–62.

https://doi.org/10.1017/S0036930615000770

Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

Kline, R. B. (2023). Principles and practice of structural equation modeling (Fifth Edit). Guilford publications.

Kurniawati, V., & Siswanto, S. (2024). Application of STEAM method in learning in madrasah to improve student understanding. Jurnal Inovasi Teknologi Pendidikan, 11(2), 160–171. https://doi.org/10.21831/jitp.v11i2.66483

Lestari, D. A., & Asneli, E. A. (2022). Meningkatkan kepercayaan diri pada anak melalui platform Youtobe. ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora, 1(1), 98–104. https://doi.org/10.55123/abdisoshum.v1i1.505

Lutfiwati, S. (2020). Motivasi belajar dan prestasi akademik. Al-Idarah: Jurnal Kependidikan Islam, 10(1), 54–63. https://doi.org/10.24042/alidarah.v10i1.5642

Maslow, A. H. (2017). A theory of human motivation. In N. Axford (Ed.), Defining and Classifying Children in Need (pp. 1–28). Routledge. https://doi.org/10.4324/9781315258324-16

Mustafa, M. Z. Bin, Nordin, M. N. Bin, & Abdul Razzaq, A. R. Bin. (2020). Structural equation modelling using AMOS: Confirmatory factor analysis for taskload of special education integration program teachers. Universal Journal of Educational Research, 8(1), 127–133. https://doi.org/10.13189/ujer.2020.080115

Nugraha, P. S. (2019). Pengaruh ekspektasi pendapatan, karakteristik individu dan pendidikan kewirausahaan terhadap minat berwirausaha. PROFITA: Kajian Ilmu Akuntansi, 7(1), 1–12. https://journal.student.uny.ac.id/profita/article/view/16356

Rachmawati, S., Hidayat, D. R., & Badrujaman, A. (2021). Self-efficacy : Literatur review. Prosiding Seminar Nasional Bimbingan dan Konseling Universitas Negeri Malang, 90–99. http://conference.um.ac.id/index.php/bk/article/view/2226

Sa’adah, U., & Ariati, J. (2018). Hubungan antara student engagement (keterlibatan siswa) dengan prestasi akademik mata pelajaran matematika pada siswa kelas XI SMA Negeri 9 Semarang. Jurnal Empati, 7(1), 69–75. https://doi.org/10.14710/empati.2018.20148

Schleider, J. L., Dobias, M. L., Sung, J. Y., & Mullarkey, M. C. Future directions in single-session youth mental health interventions. J Clin Child Adolesc Psychol, 49(2), 264-278. https://doi.org/10.1080/15374416.2019.1683852

Siswanto, S. (2024). The effect of self-directed learning (SDL) in higher education: Increasing student independence and achievement. Jurnal Inovasi Teknologi Pendidikan, 11(1), 35–43. https://doi.org/10.21831/jitp.v11i1.60338

Subakti, H., & Prasetya, K. H. (2020). Pengaruh pemberian reward and punishment terhadap motivasi belajar bahasa Indonesia siswa kelas tinggi di sekolah dasar. Jurnal Basataka (JBT), 3(2), 106–117. https://doi.org/10.36277/basataka.v3i2.93

Sutiarso, S. (2009). Scaffolding dalam pembelajaran matematika. Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA, 527–530. https://core.ac.uk/reader/33510064

Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2

Tanjung, Z., & Amelia, S. (2017). Menumbuhkan kepercayaan diri siswa. JRTI (Jurnal Riset Tindakan Indonesia), 2(2), 1–6. https://doi.org/10.29210/3003205000

TL, D. I., Widowati, A. I., & Surjawati, S. (2017). Faktor-faktor yang mempengaruhi prestasi akademik: Studi kasus pada Mahasiswa Program Studi Akuntansi Universitas Semarang. Jurnal Dinamika Sosial Budaya, 18(1), 39–68. https://doi.org/10.26623/jdsb.v18i1.557

Usher, E., & Ford, C. J. (2022). Social cognitive theory and personal agency. Routledge. https://doi.org/10.4324/9781138609877-REE48-1

Waddington, J. (2023). Self-efficacy. ELT Journal, 77(2), 237–240. https://doi.org/10.1093/elt/ccac046

Zahn, F., Schäffer, A., & Fröning, H. (2018). Evaluating energy-saving strategies on Torus, K-Ary N-Tree, and Dragonfly. 2018 IEEE 4th International Workshop on High-Performance Interconnection Networks in the Exascale and Big-Data Era, HiPINEB 2018, 16–23. https://doi.org/10.1109/HiPINEB.2018.00011

Zhuo, S., Xu, Y., & Jiang, T. (2024). What enables the effects of transformative tourism experiences to persist? Insights from identity development theory. Current Issues in Tourism, Curr. Issues Tour., 1–17. https://doi.org/10.1080/13683500.2024.2374383




DOI: https://doi.org/10.21831/jitp.v12i1.76652

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Dede Dwi Kurniasih, Miftah Hur Rahman ZH, Dini Arifa Ayunisa, Maryono, Khabib Mustofa, Siswanto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Our journal indexed by:

       
ISSN 2407-0963 (print) || ISSN 2460-7177 (online)
View Journal Statistics