The Influence of Self-Concept on The Learning Achievement of Children Aged 5-6 Years at RA Perwanida Bendunganjati Pacet

Abstract

Learning achievement of early childhood indicates how much a child can fulfill his developmental assignment according to the child's age stage. Therefore, a child's learning achievement must be maximized so that this golden age does not pass unnoticed. Various factors influence a child's level of achievement, one of which is the self-concept. Field data indicate that some behaviors indicate a negative self-concept. On the other side, a child's learning level has not been evenly distributed. This study aims to know: 1) profile of self-concept of aged 5-6 years old children; 2) Profile of learning achievement of 5-6 years old children; and 3) the effect of self-concept on the learning achievement of 5-6 years old children in RA Perwanida Bendunganjati Pacet. This study used the correlational quantitative research method. The population in this study was 5-6 years old children at RA Perwanida Bendunganjati with 23 children sample specified by purposive sampling technique. The results showed an effect of self-concept on the learning achievement of 5-6 years old children in RA Perwanida Bendunganjati Pacet positively and significantly. This can be seen from the result of a simple linear regression equation that amounted to Y = 190,631 + 1.376X. The positive validity regression coefficient showed its positive direction of the variable effects X to Y, meaning the higher the value of the variable X, it will be higher the value of the Y variable. The percentage of the effects of self-concept on learning achievement is 36.2%.