Determinant Factors of Sports Achievement of State Senior High School Students Special for Sports Gifted South Sulawesi

Abriadi Muhara; Husain Syam; Abdullah Sinring

doi:10.55927/mudima.v2i11.1874

Authors

Abriadi Muhara Universitas Negeri Makassar
Husain Syam Universitas Negeri Makassar
Abdullah Sinring Universitas Negeri Makassar

DOI:

https://doi.org/10.55927/mudima.v2i11.1874

Keywords:

Linear Model of Motivation and Self-Efficacy

Abstract

Education is important in global life because it determines the quality of human resources. Education in Indonesia has begun to focus on providing educational services for children with above average intelligence through the Special Talent Education (PBI) program, which will contribute to the honor and reputation of the Indonesian nation among other nations in the world. This study intends to determine the effect of achievement motivation, self-efficacy, self-regulation, school environment, and social support on sports achievement of South Sulawesi State High School Special Gifted Students. The research method is quantitative with this type of correlational research and ex-post facto design. Data collection techniques were carried out by documenting primary sports achievement data and giving questionnaires to students. Descriptive data analysis, multiple linear regression requirements test, and hypothesis testing are the data analysis techniques used. This study found a significant influence between achievement motivation, self-efficacy, self-regulation, school environment, and social support, both partially and simultaneously, on the sports achievement of South Sulawesi State High School Specialized Sports Talent students. Finally, this study provides input for the future to continue sports achievement research which has aspects of self-regulation and the school environment as well as social support without excluding other variables that can affect the increase in sports achievement and student academic achievement

References

Adisasminto, L. S. (2007). Mental Juara: Modal Atlet Berprestasi. In Raja Grafindo Persada. Jakarta: Rajagrafindo Persada.

Arifin, M., Putro, S. C., & Putranto, H. (2014). Hubungan kemampuan efikasi diri dan kemampuan kependidikan dengan kesiapan menjadi guru TIK mahasiswa pendidikan teknik informatika. Teknologi Dan Kejuruan.

Bandura, A. (1982). Self-efficacy mechanism in human agency. In American Psychologist (pp. 122–147). American Psychologist. https://doi.org/doi.org/10.1037/0003-066X.37.2.122

Boekaerts, M., Paul R. Pintrich, & Zeidner, M. (2000). Handbook of self-regulation. In Elsevier Inc. 2000 Elsevier Inc. https://doi.org/doi.org/10.1016/B978-0-12-109890-2.X5027-6

Djiwandno, S. E. W. (2002). Psikologi pendidikan. In PT Gramedia Widiasarana Indonesia. Kota Banda Aceh: Universitas Syiah Kuala. Retrieved from http://uilis.unsyiah.ac.id/uilis/index.php?p=show_detail&id=53582

Hamalik, O. (2015). Kurikulum dan pembelajaran. In Jakarta: PT. Bumi Aksara (p. 184).

Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2012.01.006

Irwanto. (2002). Psikologi umum. In PT PRENHALLINDO (p. 305).

King, L. A., Hardini, Y., & Gayatri, P. G. (2017). Psikologi umum : sebuah pandangan apresiatif. In Jakarta : Salemba Humanika (p. 542).

Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199–214. https://doi.org/doi.org/10.1037/0012-1649.18.2.199

Mentri Pendidikan Nasional, R. (2009). Pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa. Kementrian Pendidikan Nasional Republik Indonesi, 70, 6.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3

Pintrich, P. R. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39(4–5). https://doi.org/10.1016/j.ijer.2004.06.002

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education : theory, research, and applications. In Upper Saddle River, NJ: Prentice Hall (Vol. 2).

Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. Lincoln, NE: Buros Institute of Mental Measurements.

Prakosa, H. (2016). Cara penyampaian hasil belajar untuk meningkatakan self-efficacy mahasiswa. Jurnal Psikologi, 23(2). https://doi.org/10.22146/jpsi.10045

Purwanto, M. N. (2017). Psikologi pendidikan. In PT. Remaja Rosdakarya.

Santrock, J. W. (2006). Human adjustment. In McGraw-Hill.

Sarafino, E. P., & Smith, T. W. (2008). Health psychology, biopsychosocial interactions. In John Wiley & Sons, Inc (Vol. 7).

Schunk, D. H., & Ertmer, P. A. (2007). Chapter 19 - self-regulation and academic learning: self-efficacy enhancing interventions. Academic Press. https://doi.org/doi.org/10.1016/B978-012109890-2/50048-2

Setyobroto, S. (2002). Psikologi olahraga. Jakarta: Universitas Negeri Jakarta.

Skinner, B. F. (2012). Science and human behavior. In Macmillan. New York (p. 615).

Uno, H. B. (2016). Orientasi baru dalam psikologi pembelajaran. In Jakarta : PT. Bumi Aksara (p. 232).

Usman, H. (2006). Manajemen, teori, dan riset pendidikan. In Bumi aksara (p. 150).

Widyaninggar, A. A. (2015). Pengaruh efikasi diri dan lokus kendali (locus of control) terhadap prestasi belajar matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 4(2), 89–99. https://doi.org/10.30998/formatif.v4i2.143

Zimmerman, B. J. (2010). Self regulated learning and academic achievement: Theoretical perspectives. Journal of Clinical Dermatology, 39(8), 483–485. https://doi.org/10.1207/s15326985ep2501

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037//0022-0663.82.1.51