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

doi:10.21831/jitp.v12i1.76652

Analysis of Awareness and Confidence in Learning Outcomes with Students' Academic Motivation: SEM Approach

Dede Dwi Kurniasih, Nasyiatul Aisyiyah, Indonesia
Miftah Hur Rahman ZH, Universitas Negeri Malang, Indonesia
Dini Arifa Ayunisa, Universitas Airlangga, Indonesia
Maryono . Maryono, STAI SYUBBANUL WATHON MAGELANG, Indonesia
Khabib Mustofa, Universitas Wahid Hasyim Semarang, Indonesia
Siswanto Siswanto, Sekolah Tinggi Agama Islam Syubbanul Wathon Magelang, Indonesia

10.21831/jitp.v12i1.76652

Abstract

This study aims to analyze the influence of self-awareness and confidence on student learning achievement with the mediation of academic motivation. A total of 300 students from several high schools in Indonesia participated in this study. Data were collected using a Likert scale questionnaire consisting of three dimensions: self-awareness, self-confidence, and academic motivation. Learning achievement is measured based on the student's average semester score. The research method used is Structural Equation Modeling (SEM) to test the direct and indirect relationship between the research variables. The results of SEM analysis showed that self-awareness had a positive and significant influence on academic motivation (β = 0.45, p < 0.01) and learning achievement (β = 0.30, p < 0.01). Self-confidence also had a positive and significant influence on academic motivation (β = 0.35, p < 0.01) and learning achievement (β = 0.25, p < 0.01). In addition, academic motivation was proven to mediate the relationship between self-awareness and learning achievement (indirect effect = 0.20, p < 0.01) and between confidence and learning achievement (indirect effect = 0.15, p < 0.01). Overall, the proposed SEM model has a good fit with data (χ² = 212.34, df = 149, p < 0.01; RMSEA = 0.045; CFI = 0.97; TLI = 0.96). These findings emphasize the importance of self-awareness and self-confidence in improving student learning achievement through increasing academic motivation. This study makes a theoretical contribution to understanding the dynamics of psychological factors that affect learning achievement and practical implications for the development of effective educational intervention programs.

Keywords

self-awareness, self-confidence, academic motivation, learning achievement.

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