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putri ayu ramadhan
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THE RELATIONSHIP THE RELATIONSHIP BETWEEN SELF-CONFIDENCE AND STUDENT LEARNING ACHIEVEMENT IN HISTORY LEARNING FOR GRADE X AT SMA NEGERI 6 PONTIANAK: Hubungan Kepercayaan Diri dengan Prestasi Belajar Siswa pada Pembelajaran Sejarah Kelas X di SMA Negeri 6 Pontianak putri ayu ramadhan; Andang Firmansyah; Astrini Eka Putri
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 3 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i3.8162

Abstract

Psychological dimensions of academic performance have long been underexplored in history education contexts, yet self-confidence emerges as a variable of considerable theoretical weight. Anchored within a quantitative correlational design, this investigation recruited 83 tenth-grade students drawn from a broader population of 281 as its primary research subjects. Two instruments anchored the data collection process: a structured self-confidence questionnaire and documented achievement scores in history subjects, both administered to capture the interplay between affective disposition and academic output. Statistical interrogation of the data employed the Pearson Product Moment correlation technique, yielding a correlation coefficient of 0.804 alongside a significance level of 0.000 (<0.05). Such figures are, frankly, difficult to dismiss. The magnitude of this association signals that self-confidence does not merely accompany strong academic results in history learning, it actively contributes to them. What the numbers ultimately illuminate is a pattern both statistically robust and pedagogically meaningful: students operating with higher self-confidence demonstrate correspondingly elevated learning achievement. Beyond the numerical argument, these results furnish empirical grounding for the broader claim that psychological factors warrant deliberate attention in educational frameworks, particularly within history education where interpretive confidence and expressive engagement carry disproportionate weight. The study thus reinforces an often intuited but insufficiently documented truth, that cultivating students' inner assurance is not peripheral to academic success but rather structurally intertwined with it.
Co-Authors Andang Firmansyah Astrini Eka Putri