Kontribusi Kematangan Emosional, Motivasi Berprestasi dan Konsep Diri terhadap Prestasi Belajar KDM
| Main Author: | Rasdini, I.G.A, Ari |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Jurnal Ilmiah Pendidikan dan Pembelajaran
, 2012
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| Online Access: |
http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pp/article/view/1 http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pp/article/view/1/1 |
Daftar Isi:
- Oleh Ari Rasdini, I.G.A ABSTRAK Penelitian ini bertujuan menentukan (1) kontribusi kematangan emosional terhadap prestasi belajar KDM, (2) kontribusi motivasi berprestasi terhadap prestasi belajar KDM, (3) kontribusi konsep diri terhadap prestasi belajar KDM dan (4) kontribusi secara bersama sama antara kematangan emosional, motivasi berprestasi dan konsep diri terhadap prestasi belajar KDM. Penelitian ini dilakukan terhadap seluruh mahasiswa yang telah memperoleh mata ajar KDM program reguler dan nonreguler D III Keperawatan Poltekes Kemenkes Denpasar. Data dikumpulkan dengan kuesioner dan tes, selanjutnya dianalisis dengan analisis regresi sederhana dan regresi jamak. Hasil analisis menunjukan, bahwa: (1) terdapat kontribusi yang positif dan signifikan antara kematangan emosional dan prestasi belajar KDM (R=0,259; Freg=10,605, P< 0,05); (2) terdapat kontribusi yang positif dan signifikan antara motivasi berprestasi dan prestasi belajar KDM (R=0,221, Freg=7,598, P< 0,05); (3) terdapat kontribusi yang positif dan signifikan antara konsep diri dan prestasi belajar KDM (R=0,236, Freg=8,711, P< 0,05); dan (4) terdapat kontribusi yang positif dan signifikan antara kematangan emosional, motivasi berprestasi serta konsep diri dan prestasi belajar KDM (Ry(1,2,3)=0,276; Freg=4,020, P< 0,05). Kontribusi bersama sama antara kematangan emosional, motivasi berprestasi, dan konsep diri sebesar 7,6%, kontribusi kematangan emosional sebesar 4,37%, motivasi berprestasi sebesar 3,22%, dan kontribusi konsep diri sebesar 0,01%. Berdasarkan hasil penelitian ini disimpulkan, bahwa kematangan emosional, motivasi berprestasi, dan konsep diri berkontribusi secara positif dan signifikan terhadap prestasi belajar KDM. Atas dasar kesimpulan tersebut disarankan kepada dosen Poltekes Jurusan Keperawatan agar senantiasa memperhatikan kematangan emosional, motivasi berprestasi, dan konsep diri dalam pembelajaran untuk dapat meningkatkan prestasi belajar KDM. Kata kunci: prestasi belajar KDM, kematangan emosional, motivasi berprestasi, konsep diri. The Contribution of Emotional Maturity, Achievement Motivation and Self Concept toward Learning Achievement in Community Health (KDM). Oleh Ari Rasdini, I.G.A This study aimed at finding out (1) the contribution of emotional intelligence toward learning achievement in KDM,(2) the contribution of achievement motivation toward learning achievement in KDM,(3) the contribution of self concept toward learning achievement in KDM and (4) the simultaneous contribution of emotional intelligence, achievement motivation and self concept toward learning achievement in KDM. This study was conducted to all of the students who have studied KDM in the regular and non-regular programs of D III Nursing Department of Denpasar Ministry of Health’s Polytechnics of Health. The data were collected by questionnaire and test and were then analyzed by simple regression and multiple regression. The results showed that (1) there was a positive and significant contribution of emotional intelligence toward learning achievement in KDM (R =0.259; Freg = 10.605, P< 0.05, (2) there was a positive and significant contribution of achievement motivation toward learning achievement in KDM (R=0.221; Freg – 7.598, P< 0.05, (3) there was a positive and significant contribution of self concept toward learning achievement in KDM (R =0.236; Freg = 8.711, P< 0.05) and (4) there was a positive and significant contribution of emotional intelligence, achievement motivation and self concept toward learning achievement in KDM (Ry(1,2,3) = 0.276; Freg = 4.020, P< 0.05). The simultaneous contribution of emotional intelligence, learning motivation and self concept was 7.6%, in which the contribution of emotional intelligence was 4.37%, that of achievement motivation was 3.22% and that of self concept was 0.01%. On the basis of the results, it can be concluded that emotional intelligence, achievement motivation and self concept contribute positively and significantly toward learning achievement in KDM. Hence it is suggested that in order to improve learning achievement in KDM, the lecturers of the Nursing Department should always focus their attention to emotional intelligence, achievement motivation and self concept in their teaching Key words: learning achievement in KDM, emotional intelligence, achievement motivation, self concept.