<![CDATA[ABSTRACT Academic achievement at the secondary school level is influenced by various interacting factors, including psychological aspects such as self-concept. Academic self-concept plays a role in shaping how students evaluate their abilities and learning potential, which in turn can affect their academic performance. This study aimed to examine the relationship between self-concept and academic achievement among eleventh-grade students at SMA Negeri 2 Rangkasbitung. The research employed a quantitative approach with a correlational design. A total of 198 students were randomly selected from a population of 393 students. Self-concept data were collected using the Tennessee Self Concept Scale, Second Edition (TSCS-2), while academic achievement was measured based on the students’ average report card scores for the first semester of the 2024/2025 academic year. Data were analyzed using Pearson’s correlation test. The findings revealed a positive and statistically significant relationship between self-concept and academic achievement (r = 0.156; p = 0.028), although the strength of the correlation was low. These results indicate that self-concept contributes to academic performance, but not as a dominant factor. This study provides empirical evidence in the context of Indonesian secondary school students that improving academic achievement requires a comprehensive approach that integrates psychological reinforcement, learning motivation, and supportive school environments. ABSTRAK Prestasi akademik pada jenjang sekolah menengah dipengaruhi oleh berbagai faktor yang saling berinteraksi, termasuk aspek psikologis seperti konsep diri. Konsep diri akademik berperan dalam membentuk cara siswa menilai kemampuan dan potensi belajarnya, yang pada akhirnya dapat memengaruhi capaian akademik. Penelitian ini bertujuan untuk menguji hubungan antara konsep diri dan prestasi akademik siswa kelas XI di SMA Negeri 2 Rangkasbitung. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian berjumlah 198 siswa yang dipilih secara acak dari populasi 393 siswa. Data konsep diri diperoleh melalui Tennessee Self Concept Scale versi dua (TSCS-2), sedangkan prestasi akademik diukur menggunakan nilai rata-rata rapor semester ganjil tahun ajaran 2024/2025. Analisis dilakukan dengan uji korelasi Pearson. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara konsep diri dan prestasi akademik (r = 0,156; p = 0,028), dengan kekuatan hubungan tergolong rendah. Temuan ini menunjukkan bahwa konsep diri berkontribusi terhadap capaian akademik, meskipun bukan sebagai faktor dominan. Penelitian ini memberikan kontribusi empiris dalam konteks siswa sekolah menengah di Indonesia bahwa peningkatan prestasi belajar perlu dilakukan melalui pendekatan yang komprehensif dengan memadukan penguatan aspek psikologis, motivasional, dan dukungan lingkungan sekolah.]]>
