Hubungan Antara Keterampilan untuk Sukses dan Prestasi Akademik Siswa Madrasah Aliyah Kabupaten Situbondo
The purpose of this study is to find out empirical evidence of the relationship between skills for success and academic achievement of Islamic Senior High School students in Situbondo regency. Data were collected with self-discipline scale, self-efficacy scale, need for achievement scale, self-control ability scale, time management skill scale, problem solving skill scale and scores of mathematics, physics, chemistry and biology which analyzed by Spearman correlation. The sample was obtained by using multistage random sampling technique. The results of studies from various literatures conclude that self-discipline, self efficacy, need for achievement, self-control ability, time management skills, and problem solving skills have a significant positive relationship with students’ achievement. And from the findings that will be obtained, there is one factor from the six factors that contribute greatly to the students’ academic achievement, so that factor will need to get attention especially from the teachers.
Bandura, Albert, dkk. (1996). Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning. Child Development, 67 (3): 1206-1222.
Bandura, Albert. (1994). Self-Efficacy. In V.S. Ramachaundran (ed). Encyclopedia of Human Behavior. 4: 71-81. New York: Academic Press.
Bandura, Albert. (1997). Self-Efficacy: The Exercise of Control. New York: Free.
Bandura, Albert. (2000). Cultivate Self-Efficacy for Personal and Organizational Effectiveness. In E.A. Locke (Ed), Handbook of Organization Behavior. 120-136. Oxford, Uk: Blackwell.
BAS, Gokhan & Zafer S, KIVILCIM. (2013). The Correlation between Reflective Thinking Skills towards Problem Solving and Academic Success in Mathematics and Geometry Courses of High School Students. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14 (3), 1-17.
Blanford, Sonia. (1998). Managing Discipline in School. New York: Taylor & Francis e-library.
Boisvert, Danielle. (2013). The Interconnection between Intellectual Achievement and Self-Control. Criminal Justice and Behavior, 40 (1), 80-94.
Braden, P.A. (2000). McCelland Theory of Needs. Paskersburg: Ws Virginia University.
Bryant, Theodore. (2009). Self-Discipline in 10 Days. Washington: HUB Publishing.
Caprara, Gian Vittorio, dkk. (2011). The Contribution of Personality Traits and Self-Efficacy Beliefs to Academic Achievement: A Longitudinal Study. British Journal of Educational Psychology, 81 (1): 78-96.
Carrol, Annemare, dkk. (2009). Self-Efficacy and Academic Achievement in Australian High School Students: The Mediating Effects of Academic. Journal of Adolescence, 32 (4): 797-817.
Damrongpanit, S.R.A. & Pittayanon, T. (2010). An Investigation ot the Effect between Academic Self-Concept, Non Academic Self-Concept, and Academic Achievement: Causal Ordering Models. Research in Higher Education Jurnal.
DeBerrad, dkk. (2004). Predictor of Academic Achievement and Retention Among College Freshmen: A Longitudinal Study. College Student Jurnal, 38 (1), 66-80.
Dembo, Myron h. (2004). Motivation And Learning Strategies For College Success a Self-Management Approach: Second Edition. New Jersey: Lawrence Erlbaum Associates, Inc.
Depdiknas. (2008). Rambu-rambu Penyelenggaraan Bimbingan dan Konseling dalam Jalur Pendidikan Formal. Bandung: ABKIN.
Duckwort, Angela L. & Seligman, Martin E.P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Research Article, 16 (12).
Duckwort, dkk. Martin E.P. (2006). Self-Discipline Gives Girls the Edge: Gender in Self-Discipline, Grades, and Achievement Test Scores. Journal of Educational Psychology, 98 (1): 198-208.
Eggen, Paul & Kauchak, Don. (2007). Educational Psychology Windows on Classroom. Seven Edition. Calofornia: Pearson Merrill Prentice Hall.
Elliot, A.J., Stephen, N., Kratochwill, T.R, Litlefield, J., Cooc, J. & Travers, T. (2000). Educational Psychology: Effective Teaching, Effective Learning. Third edition. Boston: The McGraw-Hill.
Falch, T, dkk. (2012). Performance of young adults: The importance of cognitive and non‐cognitive skills. Department of Economics, Norwegian University of Science and Technology.
Fornells Antoni RodrõÂguez, Albert Maydeu-Olivares. (2000). Impulsive/Careless Problem Solving Style as Predictor of Subsequent Academic Achievement. Personality and Individual Differences, 28, 639-645.
Galinsky. (2010). Mind in the Making: The Seven Essential Life Skills Every ChildNeeds. NAEYC special ed. New York: HarperCollins.
Gardner, Donald G. & Pierce, Jon L. (1998). Self-Esteem and Self-Efficacy within the Organizational Context. SAGE Journals.
Gong, Yue, dkk. (2009). Does Self-Discipline Impact Student’ Knowledge and Learning?. 1 (1).
Green, J., Neelson, G. Martin, A.J. & Marsh, H. (2006). The Causal Ondering of Self-concept and Academic Motivation and its Effect on Academic Achievement. International Educational Journal, 7 (4): 534-546.
Gulacar Ozcan, Charles R. Bowman & Debra A. Feakes. (2013). Observational investigation of student problem solving: The role and importance of habits. Science Education International, 24 (2), 344-360.
Gunarsa, S.(1999). Psikologi Remaja. Jakarta: PT BPK Gunung Mulia.
Gupta, Renu. 2013. Problem Solving Ability and Academic Achievement Among The Students Belonging To Scheduled Tribe And Scheduled Caste Categories. International Journal Of Research Pedagogy And Technology In Education And Movement Sciences (IJEMS), ISSN: 2319-3050, 01, (03), 95-107.
Hamzah, Abdul Rahman, dkk. (2014). Time Management, External Motivation, and Students’ Academic Performance: Evidence from a Malaysian Public University. E-ISSN 1911-2025, Asian Social Science, 10, (13), 55-63.
Hill, N.E. & Craft, S.A. (2003). Parent School Involvement and School Performance: Mediated Pathways among Socioeconomically Comparable African American and Euro-American Families. Journal of Educational Psychology. 95 (1): 74-81.
Hsin, Amy & Xie Yu. (2012). Hard Skills, Soft Skills: The Relative Roles of Cognitive and Non-cognitive Skills in Intergenerational Social Mobility. Michigan: University of Michigan.
Jinks, Jerry & Morgan, Vicky. (1999). Children’s Perceived Academic Self-Efficacy: An Inventory Scale. Clearing House. 72 (4): 224-230.
Karim, Sevari & Ebrahimi Ghavam. (2011). The Relationship between Self-control, Self-effectiveness, Academic Performance and Tendency towards Academic Cheating: A Case Report of a University Survey in Iran. Malaysian Journal of Distance Education ,13(2), Page 1-8.
Kyllonen, P.C. (2012). The Importance of Higher Education and the Role of Noncognitive Attributes in College Success. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 49 (2), 84-100.
Lawrence, A.S. Arul & Vimala, A. (2012). School Environment And Academic Achievement Of Standard Ix Students. Journal Of Educational and Instructional Studies, 2 (3), 210-215.
Lee, Jihyun dan Valerie J. Shute. (2009). The Influence of Noncognitive Domains on Academic Achievement in K-12. Educational Testing Service.
Lenox, R.A. & Subich, L.M. (1994). The Relationship between Self-Efficacy Beliefs and Inventoried Vocational Interest. The Career Development Quartely. 42: 302-31.
McClelland, D.C. (1962). Human Motivation. New York: Cambridge University Press.
Monk, Thelma Young. (1998). Variabels Associated with Academic Achievement of African-American Males in Four-year Undergraduate Educational Institutions: a Synthesis of Studies. Virginia: Universitas Virginia.
Moor, D. & T. Kim. (2003). Myopic Social Prediction and the Solo Comparison Effect. Journal of Personality and Social Psychology, 85: 1121-1135.
Moore, Lori L., dkk. (2010). Using Achievement Motivation Theory to Explain Student Participation in a Residential Leadership Learning Community. Journal of Leadership Education, 9 (2): 22-34.
Motlagh, Shahrza Elahi, dkk. (2011). The Relationship between Self-efficacy and Academic Achievement in High School Students. Procedia-Social and Behavioral Science, 15: 765-768.
Njoroge, Philomena Mukami & Nyabuto, Ann Nduku. (2014). Discipline as a Factor in Academic Performance in Kenya. Journal of Educational and Social Research.4 (1): 289-307.
O’Connor, M.C. & Paunonen, S.V. (2007). Big Five Personality Predictors of Post-Secondary Academic Performance.Personality dan Individual Differences. 43 (5): 971-990.
Papilia, D.E., dkk. (2009). Human Development. Tenth Edition. New York: McGraw-Hill.
Pasternak, Rachel. (2013). Discipline, Learning Skills, and Academic Ahievement. Journal of Arts and Education, 1 (1): 1-11.
Rozhkova, Maria. (2011). Measurement of the Implicit and Explicit Achievement Motive: New Perspectives. Disertasi Psychology of Excellence in Business and Education: Universitat Munchen.
Santrock, J.W. (2003). Adollecence. Sixth Edition. Times Mirror Higher Education. Penterjemah: Shinto, B.A. & Sherly, S. Jakarta: Erlangga.
Schunk, D.H. (2012). Lerning Theories and Educational Perspective. Penerjemah: Hamdiah & Fajar). Yogyakarta: Pustaka Pelajar.
Semiawan, Conny. (1997). Perspektif Pendidikan Anak Berbakat. Jakarta: PT Grasindo.
Setyawati, Sri Panca. (2014). Factor Non-kognitif yang Berpengaruh terhadap Prestasi Akademik Siswa (High Achiever) di SMP dan MTs Kota Kediri. Disertasi tidak diterbitkan. Malang: PPs UM.
Shkullaku, Rudina. (2013). The Relationship between Self-Efficacy and Academic Performance in the Context of Gender among Albanian Students. European Academic Research, 1 (4): 467-478.
Stanley, Ehiane, O. (2014). Discipline and Academic Performance (A Study of Selected secondary Schools in Lagos, Nigeria). International Journal of Academic Research in Progressive Education and Development, ISSN: 2226-6348, 3 (1), 181-194.
Zimmerman, B.J. 2000. Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology. 25 (82-91).