The Relations between Self-Awareness and Self-Esteem with Student's Physics Learning Outcomes

Putri Kusumaningtyas; Puspo Rohmi

doi:10.14421/impulse.2024.42-06

Authors

Putri Kusumaningtyas UIN Sunan Kalijaga Yogyakarta
Puspo Rohmi UIN Sunan Kalijaga Yogyakarta

DOI:

https://doi.org/10.14421/impulse.2024.42-06

Keywords:

Physics learning outcomes, Self-awareness, Self-esteem

Abstract

This study investigates the relationship between self-awareness and self-esteem with students' physics learning outcomes. Employing a quantitative correlational approach, the research was conducted at MAN 3 Bantul, Yogyakarta, during the 2023/2024 academic year, involving 93 students from class XI MIPA through a saturated sampling technique. Data collection utilized self-awareness and self-esteem scales, documentation, and interviews. The data were analyzed using descriptive statistics and correlation tests, preceded by normality testing. The findings indicate a significant positive correlation between self-awareness and physics learning outcomes (r = 0.387, p = 0.000), suggesting that students with higher self-awareness tend to achieve better results, although the correlation strength is categorized as low. Similarly, self-esteem also shows a significant positive relationship with physics learning outcomes (r = 0.396, p = 0.000), indicating that increased self-esteem is associated with improved academic performance in physics. Despite the relatively low correlation values, both psychological variables contribute meaningfully to students' achievement. The study concludes that fostering self-awareness and self-esteem in the learning process is essential for enhancing students' academic success, particularly in physics education.

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