Article Sidebar

Download
PDF
Statistic
Read Counter : 696 Download : 854

Downloads

Download data is not yet available.

Main Article Content

Abstract

One of the internal factors that influence students learning achievement is personality. This research aimed to find a personality type that gives a better influence on the learning achievement of the fourth grade students of elementary schools in Kebumen sub-district in Academic Year 2017/2018. This research is a quantitative research with comparative method. The selected samples were taken by cluster random sampling technique with the help application of SPSS version 21. The number of samples in this research was 320 students in eleven elementary schools in Kebumen sub-district. The method of data were collected by questionnaire technique and by using document. Data were analyzed by using independent sample t test with significance level of  0.05 (5 %). In testing of independent sample t test the value of Sig. was obtained 0.000 < α (0.05), the average learning achievements of introvert students was 81.60, and the average learning achievements of extrovert students was 80,08 which means that rejected H0. Based on the analysis and discussion of research results, it can be concluded that there were significant differences between the learning achievements of introvert students and the learning achievements of students who have extrovert personality and introvert personality types showed a better influence on the learning achievements of the fourth grade students of elementary schools in Kebumen sub-district in Academic Year 2017/2018 that evidenced by the average learning achievements of introvert students is higher than extrovert students.

Keywords

Personality Introvert Extrovert Learning Achievement

Article Details

References

  1. Alsa, A. (2011). Pendekatan Penelitian Kualitatif & Kuantitatif serta Kombinasinya dalam Penelitian Psikologi. Yogyakarta: Pustaka Pelajar.
  2. Alwisol. (2014). Psikologi Kepribadian. Malang: UMM Press.
  3. Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
  4. Chapman, A. M. (2011). Implementing Character Education into School Curriculum. ESSAI, 9, 12–16.
  5. Kumalasari, D., Yusuf, M., & Priyatama, A. N. (2015). Hubungan antara Tipe Kepribadian Ekstrovert dan Motivasi Kerja dengan Pengembangan Karir pada Pegawai PT Andalan Multi Kencana Jakarta. Wacana Jurnal Psikologi, 7(14).
  6. Kurniasih, I., & Sani, B. (2014). Implementasi Kurikulum 2013 Konsep dan Penerapan. Surabaya: Kata Pena.
  7. Mulyasa, H. E. (2015). Pengembangan dan implementasi kurikulum 2013. Bandung: Remaja Rosdakarya.
  8. Qomariah, N. (2016). Profil Pemahaman Siswa Sma Dalam Memecahkan Masalah Persamaan Kuadratditinjau Dari Perbedaan Kepribadian Extrovert Dan Introvert. APOTEMA : Jurnal Program Studi Pendidikan Matematika, 2(1), 87–95. https://doi.org/10.31597/ja.v2i1.135
  9. Rahayu, Y. M., & Fauziah, A. N. M. (2017). Kemampuan Penalaran Siswa SMP Dalam Menyelesaikan Masalah Ditinjau dari Kepribadian Introvert dan Ekstrovert pada Materi Kalor. E-Journal Unesa, 05(02), 138–146.
  10. Sari, S. W. (2012). Pengaruh Model Pembelajaran dan Tipe Kepribadian Terhadap Hasil Belajar Fisika pada Siswa SMP Swasta di Kecamatan Medan Area. JURNAL TABULARASA PPS UNIMED, 9(1), 33–44.
  11. Sobur, A. (2016). Psikologi Umum. Bandung: CV Pustaka Setia.
  12. Suliman, F. H. A. (2015). The Role of Extrovert and Introvert Personality in Second Language Acquisition. IOSR Journal Of Humanities And Social Science, 20(2), 109–114. https://doi.org/10.9790/0837-2025109114
  13. Suryabrata, S. (2002). Psikologi Pendidikan. Jakarta: Rajawali Pres.
  14. Suyono, & Hariyanto. (2012). Belajar dan Pembelajaran Teori dan Konsep Dasar. Bandung: PT Remaja Rosdakarya.
  15. Syah, M. (2013). Psikologi Pendidikan dengan Pendekatan Baru. Bandung: PT Remaja Rosdakarya Offset.