Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
Self Confidence, Fighting Power, and Achievement
Motivation of the IKIP PGRI Pontianak Students in
Completing the Study in 2017/2018 Odd Semester
Hamid Darmadi
IKIP PGRI Pontianak
hamiddarmadi@gmail.com
Abstract.
This research is titled “Self Confidence of Future
Power and Student Achevement Motivation IKIP-PGRI
Pontianak Completes Odd 2017/2018 Semester Study”.
Problems in this study “How . “Self Confidence of Future
Power and Student Achevement Motivation IKIP-PGRI
Pontianak Completes Odd 2017/2018 Semester Study”.).
This study aims to obtain information and objective clarity
about: “Self-confidence and Fighting Motivation for the
Achievement of Pontianak IKIP-PGRI Students Complete
Timely Studies. The benefits of this study are viewed from
two Asfek, namely: Theoretical and Practical benefits of
using the descriptive method.The population in this study
numbered 100 people. The technique and data collection
tools used a rating scale to measure “Fighting SelfConfidence
and
Competition
Motivation
in
Pontianak
IKIPPGRI
Students Complete Timely Study”. Deep data
analysis this research uses qualitative and quantitative
descriptive methods. The results of the study showed that
the Confidence of Fighting Power and the Achievement of
the Motivation of Pontianak IKIP-PGRI Students
Completed Timely Study in the category “Enough”. As the
effect of self-confidence and independence of learning in
Pontianak IKIP-PGRI students in completing their studies
on time is relatively sufficient. Study period students
complete their study averaging between 4.5 and 5 years of
study. Fighting Power Asfek Pontianak IKIP-PGRI students
completed their initial assignments and their akhir
assignments were relatively low. There are still many
students who are late completing their simpulan assignments
(writing Thesis). The study period which should be
completed from 3.5 to 4 years stretches to 5 to 6 years.
Motivational and Spiritual Aspects Learning to take lectures
is “enough”. It was found that students were not on time to
attend classes, the lack of students asking questions in
attending lectures and lack of courage students expressed
their opinions both in presentations and in group
discussions.
Keywords: Self-confidence Motivation for Students to
Complete the Study
I. Introduction
Each student basically has the urge to carry out learning
activities in order to achieve the life goals he wants. The
encouragement functioned as a motivation for the student to
achieve desire. As revealed by Hamzah B. Uno (2008: 1)
“motivation is a basic impulse that moves a person to
behave, this drive is in someone who moves to do something
in accordance with the encouragement in him”. Likewise,
Sumadi Suryabrata (1986: 72) explains, “Motivation is a
condition in one’s person, which encourages him to do
certain activities in order to achieve a goal”.
Based on the opinions above, motivation is a basic impulse
that moves a person to act to achieve the desired goal.
Motivation starts from the feeling of wanting or not doing
an action. As revealed by McDonald’s (in Oemar Hamalik,
2002: 173) “motivation is a change in energy in a person’s
person which is characterized by the emergence of affective
and reaction to achieve goals”. In relation to learning
motivation is one of the factors that influence the process
and learning outcomes that lie in the psychological aspects
of students, as expressed by Muhibbin Shah (1995: “Many
factors influence the quantity and quality of student learning
outcomes. However, what is more essential include: student
intelligence, attitudes, talents, student interests and student
motivation “.
Reality in the field shows that students are still low or
lacking motivation in learning. For example students are
often late, skipping, lazy to do lecture assignments, not
concentrating in the lecture process, are in the classroom but
do not understand lecture material, lecturers who rarely
enter, and others like it. Confidence is the quality needed to
make someone become a person who believes in himself
and is responsible. However, self-confidence is not
something that can be taught to people from day to day, but
must be cultivated starting from childhood. Self-confidence
does not just appear in a person, but requires a certain
process in his person so that there is a formation of selfconfidence.
Strong
self-esteem
occurs
through
the
process:
The
formation
of
a
good
personality
in
accordance
with
the
development process that gives birth to certain excess
advantages. A person’s understanding of the strengths he
has and giving birth strong belief in being able to do
everything by utilizing the strengths of its strengths.
Understanding and positive reactions to one’s weaknesses
so as not to cause feelings of inferiority or feeling difficult
to adjust. Experience in living various aspects of life by
using all the advantages that exist in him.
Independence is an attitude that allows a person to be able
to act freely, do something on their own and for their own
needs without help from others, and think and act original /
creative, and full of initiative, able to influence the
environment, have confidence and gain satisfaction from his
business. Psychological and mentalist independence is the
condition of someone who in his life is able to decide and
do something without help from others. Such ability is only
possible if someone has the ability to think carefully about
something he does or decides, both in terms of benefits or
Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia 228
Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
benefits, as well as negative aspects and losses that will be
experienced (Hasan Basri, 2000: 53). Every activity carried
out by someone in order to succeed according to his desires
requires strong independence.
Brawer in Chabib Toha (1993: 121) states that
independence is a feeling of autonomy, so that the notion of
independent behavior is a self-confidence, and feelings of
autonomy are defined as behaviors that occur in a person
that arises because the force of encouragement is not
influenced by others . Kartini Kartono (1985: 21) added that
a person’s independence was seen when the person faced a
problem. If the persoalan can be solved alone without asking
for help from parents and will be responsible for all
decisions that have been taken through various
considerations, this indicates that the person is able to be
independent. Strong belief in being able to do everything by
utilizing the strengths of its strengths. Understanding and
positive reactions to one’s weaknesses are not to cause
feelings of inferiority or feeling difficult to adjust.
Experience in living various aspects of life using all the
advantages that exist in him. Independence is an attitude
that allows a person to be able to act freely, do something
on their own and for their own needs without help from
others, and think and act original creative, and full of
initiative, able to influence the environment, have
confidence and gain satisfaction from his business.
Psychological and mental independence is a condition of
someone who is able to decide something without help from
others. It is only possible if someone has the ability to think
carefully about something or not, both in terms of benefits
or benefits, as well as negative aspects and losses that will
be experienced (Hasan Basri, 2000: 53). Every activity is
carried out by someone in order to succeed.
Brawer in Chabib Toha (1993: 121) states that
independence is a feeling of autonomy, so that the notion of
self-confidence is due to the force of encouragement is not
influenced by others. Kartini Kartono (1985: 21) added that
a person had a duduk perkara with independence. If the masalah
can be solved alone without asking for help from parents
and will be responsible for all the decisions that have been
taken through various considerations. The high and low
self-awareness of fulfilling curiosity or the need for
information, one of them is by asking questions. The
importance of students asking in class also encourages
interaction between students and lecturers to be more
“warm” the learning process, students are involved directly
and personally and are more responsible for the questions
asked.
In UUGD No.14 Year 2005 said “Lecturers are professional
educators and scientists with the main task of transforming,
developing, and disseminating science, technology and art
through education, research and community service.
Lecturers have a position as professionals at the higher
education level who are appointed in accordance with the
laws and regulations “. Lecturers as transformers, develop,
and disseminate knowledge, technology, and art through
education, research and community service need to
understand the characteristics of cognitive, affective and
psychomotor students (students) integrally. Knowledge
about psychology is also needed in the world of education
because the world of education faces unique learners seen
in terms of behavior, independence, personality, attention,
motivation and various other aspects of psychology that
differ between individuals one to another perorangan. In
students there is a psychological power that becomes a
driver for learning. The driving force comes from various
sources. Students are eager to learn because they are driven
by their mental strength and independence. Mental strength
and independence are in the form of desire, attention,
motivation or ideals. This mental strength can be classified
as low or high.
In the lecture room students consist of several groups who
have the same abilities but differ in personality and their
interests are very dependent on the presence or absence of
that independence. In the classroom there may be some
students who are able to motivate themselves because of
independence. Such students do not need much help /
guidance from lecturers to stimulate their interest in
learning, because they are able to encourage themselves.
Most students will have learning motivation if the lecturer
uses various techniques to motivate them, but there are also
a number of new students who will be motivated if the
lecturers make special efforts for them. Therefore lecturers
should understand this so that they can use various
approaches to stimulate interest in learning, and be able to
apply different principles and techniques according to the
needs of each student.
The masalah now is how to do various efforts to build and
develop student motivation and independence of learning.
Students will be motivated to learn if the surrounding
environment can provide stimulation so students are
interested in learning and independent. Lecturers must set
the learning atmosphere wisely so students are motivated to
learn.
Based on the observations of researchers lately there is a
tendency for learning motivation, interest in learning and
learning independence of students following the learning
process in a relatively low class. Students are more likely to
be passive and apathetic in following the learning process.
They are reluctant to express opinions and do not like to ask
questions, often move on their own, and tend to ignore
lecturers who present lessons in front of the class. Such
conversions will sooner or later affect the character and
behavior of students who are expected to be the successors
of the ideals of the nation.
Based on these conditions, researchers are interested in
studying more about the concept of self-confidence, interest
in learning, motivation and fighting ability of students in the
learning process by lifting the title “” How “Fighting
Confidence and Achievement Motivation for Pontianak
IKIP-PGRI Students Complete 2017 Odd Semester Study /
2018)). “
A. Formulation of Problems and Sub Research
Problems
It has been mentioned above that the common duduk perkara in
this study is “How” Fighting Confidence and Achievement
Motivation of IKIP-PGRI Students in Pontianak Complete
Odd Semester 2017/2018 Study)). “With sub-problems of
research as follows:
Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia 229
Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
1. How are the Self-Confidence of Pontianak IKIPPGRI
students discussed through students’ self-confidence
in completing assignments given by lecturers both in
assignments in lectures, discipline in lectures, and the
activity of students reading compulsory books and books
recommended by lecturers and the ability of students to
conduct learning activities both within the Faculty and
outside the Faculty (Campus).
2. How is the Fighting Power of Pontianak IKIPPGRI
students discussed through the fighting force of
students to complete initial assignments and selesai
assignments. seen from the relative number of students who
delay completing their tasks, especially the final assignment
(Thesis, KKM and integrated PPL), so the study period that
should be completed 3.5 to 4 years stretches to 5 to 6 years
or longer to get sanctions ( DO)
3. How is the Motivation for Achieving Completion
of Study of IKIP-PGRI Pontianak students discussed
through “the motivation of students to follow the lecture
process. Student activities ask in lecture activities and the
ability of students to express their opinions in discussion
activities both in group discussions in class and discussions
outside the classroom self does not just appear (suddenly)
in a person there is a certain process in his person so that
there is a formation of self-confidence.
B. Research Objectives
This study aims to obtain objective information and clarity
about: “Self-Confidence Fighting Power and Motivation to
Participate in Students of IKIP PGRI Pontianak Complete
their Study” 2017/2018 Academic Odd Semester “” in terms
of:
1. Self-confidence of Pontianak IKIP-PGRI students
in completing assignments given by lecturers, both
assignments in lectures, discipline in lectures, and selfconfidence
as
candidates
for
academic
intellectuals
2.The fighting spirit of IKIP-PGRI Pontianak
students in completing their initial and akhir assignments in
terms of the number of students who delay completing their
assignments on time.
3. Motivation for Achievement Completing the
Study of IKIP-PGRI Pontianak students in following the
lecture process, and the activity of students’ ability to
express their opinions in discussion activities both in group
discussions in class and other discussions (outside the
classroom).
C. Benefits of Research
This study was reviewed from two benefits, namely
theoretical benefits and practical benefits.
1. The benefits of the results of this study can be used as a
driver of action “How Self-Confidence Fighting and
Motivation to Participate in Students of IKIP PGRI
Pontianak Complete their Study” Odd Semester
Academic Year 2017/2018 “. On the other hand the
benefits of the results of this study can be used as a
driver of self-confidence in motivating themselves to
struggle to complete studies within the time limit set.
2. Can be used as a material for consideration to determine
what actions should be done to support achieving the
goal, by eliminating actions that are not beneficial to
foster “Self-confidence Fighting Power and the
Motivation of Association of IKIP PGRI Students in
Pontianak Complete Study” Odd Semester Year
Academic 2017/2018 “”.
II. Research Methodology
A. Research Populations and Samples
a. Population.
Population is a generalization area consisting of objects /
subjects that have certain quantities and characteristics
determined by researchers to be studied and then
conclusions drawn. The population in this study is the first
semester of Pontianak Pontianak Teachers and TeachersPGRI
students and the last semester of 2017/2018.
Considering the relatively large number of Pontianak IKIPPGRI
students
in
the
first
semester
and
the
last
semester,
15
people
were randomly conducted in each Study Program
with the details of 5 students in the first semester and 10
students in the seventh semester so that the sample was 150
students.
b. Sample
The sample in this study were first semester students and
semester students (VIII) who had participated in the
integrated KKM and PPL 2017/2018 academic year as
many as 150 students who had been designated as
populations were all sampled. The questionnaire circulated
to students in semester I and Semester VIII as many as 150
pieces according to the number of random samples that have
been determined. The questionnaire returned as many as
135 pieces. After checking and validating questionnaire
data, it turned out that Fifteen (15) questionnaires were not
answered / not filled in, and 20 examplar questionnaires
were answered no, complete aliases were only partially
answered. Therefore a questionnaire that meets the
requirements to be processed is only as many as 100 sheets
of questionnaires.
B. Techniques and Research Data Collection Tools
Data collection is an important step in research. The
collected data is used as material for analysis and hypothesis
testing. Therefore, data collection is carried out
systematically, directed and in accordance with research
problems. Data collection techniques are closely related to
the research problems to be solved. Therefore, the selection
of techniques and appropriate data collection tools needs to
be prioritized. In this study the data collection techniques
and tools used or considered appropriate (appropriate) with
the data to be collected are:
1. Direct communication techniques with interview
guides as a data collection tool. An interview is a process of
oral questioning between two or more people directly. The
interviewer is referred to as the interviewer and the person
interviewed is referred to as the interviewee. Interviews
were conducted with 5 students per Study Program. The
purpose of the interview is to get data from first hand
(primary), as a complement to other data collection
techniques, to test the results of data that has been collected.
The interview was carried out in the form of a voice
recorder. The tool is used to record the answers given from
the speakers, so that they will not lose information that has
been obtained in the field. After getting the recording, the
interviewer then writes the question and answer transcript
Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia 230
Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
and then makes the data feasible as research information.
Interview is a technique of collecting data by conducting
communication with data sources. Such communication is
carried out by dialogue (question and answer) verbally, both
directly and indirectly (I.Djumhur and Muh.Surya, 1985).
2. Indirect communication techniques with
questionnaires as a data collection tool. The questionnaire
is distributed to all (150) students who become the object of
research. The purpose of questionnaires is the technique of
collecting data by asking written questions to be answered
in writing by respondents. Questionnaire is a collection of
written questions that are used to obtain information from
respondents about personal or things that respondents know.
The purpose of the questionnaire is to find complete
information about a problem and the respondent without
feeling worried if the respondent gives an answer that is not
in accordance with the reality in filling out the
questionnaire. Besides that, the respondent knows certain
information requested. In this study the researcher used a
closed questionnaire. Closed questionnaire (structured
questionnaire) is a questionnaire that is presented in such a
way that the respondent (student) is asked to choose one
answer that is in accordance with his characteristics by
giving a cross mark or checklist.
3. The technique of direct observation with the
observation guide as a data collection tool. Observation is
carried out on student learning activities in the class that are
the object of research. The purpose of observation is
observing activities, followed by recording. This consists of
several elements that appear in phenomena within the object
under study. The results of the process are reported with a
systematic and appropriate report (Nawawi and Martini
2008). The purpose of the observation is to find data and
information in accordance with the research objectives.
4. Documentation techniques with data collection
tools in the form of recordings, videos, photos of student
learning activities, photos of student learning outcomes in
the form of Mid semester scores and selesai semester test
results both in each study acara, in academic and student
grades contained in Data base of IKIP-PGRI Pontianak.
Study documents are intended to collect various types of
data from various kinds of documents that are useful for
analyzing data. Documents needed in data collection are
divided into two, namely: Primary documents Secondary
documents.
C. Data Analysis Techniques and Tools
The follow-up of this research activity after data collection
varies greatly depending on how the collected data can be
organized. In order for researchers not to stop their steps in
confusion not knowing what to do next, then when
compiling a research proposal these steps have been
reflected in the design or design plan. Content analysis is a
research technique to create inferences that can be
replicated, and valid data by paying attention to the context.
Content analysis relates to communication or content of
communication. The basic logic in communication, that
every communication always contains a message in the
communication signal, both in the form of lisan and
nonverbal. So far, the meaning of communion has become
very dominant in every communication event.
Data Analysis Technique is a method or way to process a
data into information so that the characteristics of the data
become easy to understand and also useful for finding
solutions to problems, which are mainly problems about a
study. Or data analysis can also be interpreted as activities
carried out to change the results data from a study into
information used to draw conclusions.
The purpose of data analysis is to describe the research data
so that it is easy to understand, and to draw conclusions to
draw conclusions about population characteristics based on
data obtained from samples made with the basis of
estimation and hypothesis testing. Data analysis techniques
that are in accordance with this type of research, namely
qualitative data analysis techniques and quantitative data
analysis techniques. The reason for using qualitative and
quantitative is that not all data can be processed statistically
otherwise not all data can be processed qualitatively.
III. Research Results
Based on the analysis of the data that: Fighting Confidence
and Motivation “(Analytical Study on the Ability of
Pontianak IKIP-PGRI Students to Accomplish Timeline in
Odd Semester 2017/2018) is categorized as Enough”
Specifically in accordance with the aspects of the study, this
study can be presented as follows:
1. As the effect of self-confidence and independence
of learning in Pontianak IKIP-PGRI students in completing
their studies on time is relatively sufficient. This was shown
by 100 students who were based on categorization as a
matter of belief that there were only 2 students (2%)
showing Self Confidence, 20 students (20%) Selfconfidence,
and 62 students (62%) showing high selfconfidence
and 16 students (16%) showed very high
confidence. This can be seen from the acquisition of
empirical meanings of 87.88% and the hypothetical average
of 72.5%. The subjects of this study are students who have
high self-concept in the subject of this study, among others,
one of which is influenced by environmental factors. This is
supported by Mancini (2003) saying that environmental
factors can also influence a person in managing individual
time, the environment can be used as an individual control
in motivating themselves and managing study time.
2. From the perspective of Fighting Power, the IKIPPGRI
Pontianak students completed their initial
assignments and their tamat assignments were relatively low.
This can be seen from the results of the Fighting Motivation
scale categorization of students completing their studies. It
is known that there are 26 students (26%) showing
moderate, 56 students (56%) showing high, and 18 students
(18%) Fighting Motivation. high. This can be seen from the
acquisition of empirical mean of 88.06 and the hypothetical
average of 72.5. This shows that the object / subject in this
study is able to make decisions, believe and believe in those
who are presented themselves, then also be able to express
disagreement with not hurting others but also not ignore the
rights and opinions of other members. This study also
conducted an analysis to find out how much effective
contribution of independent variables in influencing
dependent variables. The results of the analysis show that
the determinant coefficient (r2 = 0.321). This shows that the
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Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
concept of self-confidence concept contributes an effective
contribution of 32.1% in influencing assertive behavior,
while the remaining 67.9% is influenced by other variables,
namely gender, personality type, level of intelligence, age,
and self-esteem (Rakos , 1991).
3. The results of this study indicate that there is a
significant positive relationship between Fighting
Motivation students complete the study, but there are some
limitations in this study, including: a) In filling the scale, it
is possible for subjects to tend to cover up their true
information. b) The measuring instrument used only uses a
scale, so it has not been able to capture other aspects that
influence assertive behavior in depth, both psychological
symptoms, physiologies, and invisible behavior. c) Ideally
giving instructions is done by the researchers themselves so
that the subjects better understand and give results that
represent the actual conditions, but in this study the subjects
read themselves the instructions written on the scale and not
read by researchers, so there might be differences in
understanding the concept of reading the message content
be delivered. The number of students who postpone
completing their assignments is the selesai task (writing a
thesis) after completing the KKM and integrated PPL in
their respective places of origin, so that the study period that
should be completed 3.5 to 4 years stretches to 5 to 6 years
or even longer.
4. Motivation and Spirit of Learning Pontianak IKIPPGRI
students in following the lecture process are
“sufficient”. This can be seen from the fact that there are
still many students who are not on time attending classes,
the lack of students asking questions in following the lecture
process and the lack of students expressing their opinions
both in presentations and in group discussions.
5. The learning achievements of the Pontianak IKIPPGRI
students
have
not
been
maximized.
This
can
be
seen
from
various factors such as internal factors and student
external factors, the low value of training results in solving
daily recovery questions including learning independence
and lecturer and student interaction, student interaction with
employees (employees) and contact and communication
between lecturers and students on campus there has not been
a maximu
6. The positive relationship of this study indicates
that the higher the self-confidence, the higher the Fighting
Power and Student Motivation, and vice versa, the lower the
student’s self-confidence, the lower the Fighting Power and
Motivation for the students to complete their studies.
7. The results of this study indicate that there is a
significant positive relationship between Fighting
Motivation students complete the study, but there are some
limitations in this study, including: a) In filling the scale, it
is possible for subjects to tend to cover up their true
information. b) The measuring instrument used only uses a
scale, so it has not been able to capture other aspects that
influence assertive behavior in depth, both psychological
symptoms, physiologies, and invisible behavior. c) Ideally
giving instructions is done by the researchers themselves so
that the subjects better understand and give results that
represent the actual conditions, but in this study the subjects
read themselves the instructions written on the scale and not
read by researchers, so there might be differences in
understanding the concept of reading the message content
be delivered.
According to Stoltz (2000) internal factors that most
influence one’s fighting power are beliefs. This is because
there is hope in belief. Almost all students have confidence
that they are able to finish their studies well and are able to
continue their education to a higher level. The most
influential external factor in fighting power is the
willingness and character of one person. Students have
motivations that tend to be the same. Most of the motivation
possessed by students is from their own desire to go to
college and driven by the hope of parents who want their
children to go to high school, especially educational
institutions that are insightful Educational Institution
Education Institutions (LPTK). Besides that, it was also
driven by the students’ desire to make their parents happy.
A. Description of Discussion of Research Results
Based on the Confidence of Fighting Power and Motivation
of Learning of IKIP-PGRI Pontianak Students in
completing the Study “Odd Semester of Academic Year
2017/2018. Based on the results of the survey, observations
supported by both quantitative and qualitative data analysis
can be described as follows:
1. Self-confidence in learning independence
Independence is the level of development of a person where
he is able to stand alone and rely on his own ability to carry
out various activities and resolve various problems faced
(Eddy-Wibwo 1992: 69) Whereas independence According
to Masrun (1986: 8) is an attitude that allows someone to
act free, do something on their own and for their own needs
without help from others, or think and act original / creative,
and full of initiative, able to influence the environment, have
confidence and gain satisfaction from their business.
Psychological and mentalist independence is the condition
of someone who in his life is able to decide and do
something without help from others. Such ability is only
possible if someone has the ability to think carefully about
something he does or decides, both in terms of benefits or
benefits, as well as negative aspects and losses that will be
experienced (Hasan Basri, 2000: 53). Every activity carried
out by someone in order to succeed according to his desires
requires strong independence. While the understanding of
learning is defined as a business process carried out by
individuals to obtain a change of behavior that is new as a
whole, as a result of the experience of the perorangan itself
in the interaction of individuals with their environment.
Learning according to Slavin in Catharina Tri Anni (2004)
is a process of acquiring abilities that come from
experience. According to Gagne in Catharina Tri Anni
(2004), Learning is a system in which there are various
elements that are interrelated so as to produce behavioral
changes.
Thus it can be interpreted that Self-confidence in Learning
Independence is not dependent on others, students are
required to have their own activeness and initiative in
learning, acting, national and state (Abu Ahmadi and Nur
Uhbiyati, 1990: 13). Learning Independence according to
Haris Mujiman (2005: 1) is an active learning activity,
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Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
which is driven by intentions or motives to master a
competency to overcome a dilema, and is built up with the
knowledge or competence possessed. Determination of
competencies as learning goals, and how to achieve them
both the determination of study time, the place to learn
rhythm learning, the tempo of learning, how to learn, and
learning evaluation carried out by the students themselves.
Independence of Learning here is interpreted as an effort for
students to carry out learning activities based on their
intention to master a particular competency. Understanding
Independence Learning students according to Stephen
Brookfield (2000: 130-133) is self-awareness, self-driven,
learning ability to achieve its goals. Independence of
Student Learning according to Merriam & Caffarella
(1999), is a process where individuals take the initiative in
planning, implementing and evaluating their learning
systems. According to Grieve (2003) Learning
Independence is a personal attribute, a person’s
psychological readiness in controlling or being responsible
in the learning process.
Student learning independence according to Knowles
(1989) is a learning process where each student or
individual can take the initiative, with or without the help of
others, in diagnosing learning needs, formulating learning
goals, identifying learning resources (both in the form of
people and materials) , choosing and implementing
Learning strategies that are appropriate for him, and
evaluating his learning outcomes. Similar opinions were
expressed by Kozma, Belle and Williams (1978), who
stated that independent learning is a form of learning that
provides opportunities for students to determine: learning
objectives, learning resources and learning activities
according to their own needs. Whereas according to Mocker
& Spear (1984) Independence of Learning is a process
where students control their own learning process and the
purpose of the learning.
2. Student Learning Achievement.
Learning achievement is the result of one’s achievement in
the fields of knowledge, skills, and behavior as indicated by
the numbers given by the instructor. There are many factors
that influence student achievement. These factors are
classified into internal factors, namely factors originating
from within the student and external factors, namely factors
originating from outside the student. Achievement “is the
result of the emphasis of potential skills or possessed by a
person whether it is a person’s capacity or ability, while that
can be seen from his behavior, including knowledge, ways
of thinking, and skills possessed by someone”
(Sukmadinata 2003: 101).
According to Shah (2008: 150) Learning Achievement is
“changes in behavior that are considered important and are
expected to reflect changes that occur as learning outcomes,
both dimensions of creativity and taste and according to
Sukmadinata (2003: 101) Achievement is” the result of the
emphasis of skill- potential skills or possessions of a person
whether it is a person’s capacity or ability, while it can be
seen from his behavior, including knowledge, ways of
thinking, and skills possessed by someone “. According to
the opinion of Shah (2008: 150) Learning Achievement is”
changes in behavior which is considered important and can
reflect changes that occur as a result of learning, both in the
dimensions of creativity and taste and dimensions of work
“.
It can be concluded that learning achievement is a process
of student learning activities to obtain a knowledge that all
of them can be measured by value. These values are
included in the KHS (study card). So that the value can be
seen to what extent the learning process of each student in
improving entrepreneurial learning achievement.
From the above understanding it can be concluded that
learning achievement in a process of student learning
activities to obtain a knowledge that all of them can be
measured by value. These values are included in the KHS
(study card). So that the value can be seen to what extent the
learning process of each student in improving
entrepreneurial learning achievement.
3. Student Learning Motivation and Spirit.
Motivation is a will that causes someone to do an action to
achieve a certain goal. Motivation comes from the word
motif which means “impulse” or stimulation or “driving
force” that is in a person. According to Weiner (1990) cited
Elliot et al. (2000), motivation is defined as an internal
condition that arouses us to act, encourages us to achieve
certain goals, and keeps us interested in certain activities.
According to Uno (2007), motivation can be interpreted as
an internal and external drive in a person that is indicated
by; passion and interest; encouragement and need; hopes
and ideals; appreciation and respect. Motivation is
something that makes a person act (Sargent, quoted by
Howard, 1999) stating that motivation is the impact of one’s
interaction with the situation they face (Siagian, 2004).
Motivation is a process that explains the intensity, direction,
and perseverance of an individual to achieve his goals. The
three main elements in this definition include intensity,
direction, and perseverance. Based on the hierarchy theory
of Abraham Maslow’s needs, X theory and Douglas
McGregor’s Y theory and contemporary motivational
theory, the meaning of motivation is the ‘reason’ that
underlies an action carried out by an individual. Someone
said to have high motivation can be interpreted the person
has a very strong reason to achieve what he wants by doing
his current job. Unlike motivation in the sense that develops
in society which is often equated with ‘enthusiasm’, as in the
example in the conversation “I want my child to be highly
motivated”. This statement can be interpreted as parents
who want their children to have a high learning spirit. So, it
needs to be understood that there are differences in the use
of the term motivation in society. There are those who
interpret motivation as an excuse, and some interpret
motivation as spirit.
In the relationship between motivation and intensity,
intensity is related to how actively a person tries, but high
intensity does not produce satisfactory work performance
unless the effort is associated with a direction that benefits
the organization. Instead the last element, perseverance, is a
measure of how long a person can maintain his business.
Motivation comes from the Latin “movere”, which means
to move. According to Weiner (1990) motivation is defined
as an internal condition that arouses us to act, encourages us
to achieve certain goals, and keeps us interested in certain
Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia 233
Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
activities. According to Uno (2007), motivation can be
interpreted as an internal and external drive in a person that
is indicated by; passion and interest; encouragement and
need; hopes and ideals; appreciation and respect. While
Imron (1966) explained that motivation comes from English
“motivation” which means encouraging or reasoning to do
an activity to reach a goal. From a number of understanding
of the experts above, it can be concluded that motivation is
a reason that encourages someone to do; complete; stop;
etc., an activity to achieve certain desired goals of the
motivation.
4. Self-confidence and student learning
independence.
According to Hygiene (2014) Self Confidence is a relatively
fixed assessment of oneself, regarding abilities, talents,
leadership, initiative, and other traits, as well as conditions
that characterize human feelings (Iswidharmanjaya &
Enterprise, 2014: 20-21) . Self-confidence is a positive
attitude of an individual who enables him to develop
positive judgments, both on himself and on the environment
or situation he faces (Fatimah, 2010: 149). People who are
confident are better able to adjust to the new environment,
people who are confident will be more easily mingled and
adapted than those who are not confident. Because people
who have confidence have a strong grip, are able to develop
motivation, they are also able to learn and work hard to
progress, as well as full of confidence in the role they live
(Iswidharmanjaya & Enterprise, 2014: 40-41). Selfconfidence
is
a
person’s
mental
or
psychological
condition,
where
an
perorangan
can
evaluate
the
whole
of
him
so
as
to
give
a
strong
belief
in
his
ability
to
take
action
in
achieving
various
goals in his life (Setiawan, 2014: 14). Selfconfidence
starts from yourself and supports from others.
Self-confidence can change someone who is usually not
brave in facing something, with a self-confidence someone
becomes more confident and able to deal with or do
something.
5. Characteristics of Self-Confidence.
There are 7 characteristics of individuals who have a
proportional sense of self-confidence, among others, as
follows (Fatimah, 2010: 149-150): Believing in competence
/ self-ability, so as not to require praise, recognition,
acceptance, or respect for others. Not encouraged to show
conformist attitudes accepted by other people or groups as
follows.
a. Dare to accept the refusal of others to dare to be
themselves.
b. Have good self-control (not mood and emotional
stability).
c. Having an internal Locus of Control (looking at
success or failure, depending on self-effort and not easily
giving up on fate or circumstances and not relying on other
people’s help).
d. Making a positive view of yourself, others, and
situations outside of him.
e. Have a relalistic expectation of oneself, so that
when that expectation is realized, he is still able to see the
positive side of himself and the situation that occurs.
6. Characteristics of Self-Confidence
The characteristics of someone who has a sense of self
confidence include several parts as follows
(Iswidharmanjaya & Enterprise, 2014: 48-49).
a. Responsible for decisions that have been made by
themselves,
b. Easily adjust to the new environment.
c. The life handle is strong enough, able to develop
motivation,
d. Want to work hard to make progress,
e. Convinced of the role faced,
f. Dare to act and take every opportunity he faces,
g. Accept yourself realistically,
h. Respect yourself positively, without thinking negatively,
confident that he is capable,
i. Confident of your own abilities and not affected by others,
and
j. Optimistic, calm in facing challenges and not easily
anxious.
7. Fighting Power of Students to complete their lecture
assignments.
According to Stoltz (2000), a person’s ability to overcome
difficulties and survive in overcoming these difficulties is
called fighting power. Stoltz reveals that, when a person is
faced with life’s challenges and difficulties, most people
will stop trying before they cross their limits.
With regard to the processing of data above Stoltz (2000)
revealed that the fighting power of a person (IKIP-PGRI
Pontianak students) is influenced by several things such as
competitiveness, productivity, creativity, motivation, dare
to take risks and make improvements, perseverance and
learning, and be able to face change and optimism. A
student with high fighting ability never lets obstacles
prevent him from achieving success. They (students) are
also quite able to withstand challenges and make use of
some of their potential. In addition, a student with high
fighting ability is easily recovered from adversity and
continues to face the next challenge. Whereas a student who
has a low fighting ability tends to use less of his potential
and tends to make things more difficult because he feels
powerless (Aziz, 2012).
Based on the problems mentioned above, it appears that the
difficulties experienced by students are related to selfadjustment.
This causes difficulties in communicating to
build relationships with others and achieve. Phoolka and
Navjot (2012), asserted that a student’s fighting power is a
predictor of success in facing difficulties, namely about how
a student behaves and controls a difficult situation in his life
and is optimistic that the difficulties in time will end too.
Fighting power is the intelligence that a student has to
overcome his difficulties in order to survive. The fighting
power of a student in this context is measured by seeing his
ability to overcome his life problems. There are no people
who succeed without struggle (Agustian, 2001). Stoltz
(2000), states that fighting power has the following aspects:
a. Control. It is a situation where a person is able to
empower difficult situations, control, control responses and
the ability to not be discouraged in facing difficult
situations. Based on the results of data analysis, Pontianak
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IKIP-PGRI students were mostly (79%) able to overcome,
respond and recognize themselves in difficult situations.
b. Origin and Ownership (Origin and recognition).
Origin is the ability to see oneself as the main cause of the
difficulties faced, not to regret any difficulties and to be able
to assess the behavior done to correct his mistakes.
Ownership is the ability to be responsible and recognize the
consequences of difficulties. Based on the results of the
survey, observation and data analysis, Pontianak IKIPPGRI
students 77% did not regret any difficulties and be
able to assess the behavior he is doing and be ready to
correct his mistakes. Reach
c. It is a person’s ability to limit every difficulty so
that it does not affect other activities and aspects of life and
thinks that difficulties are not a disaster in his life. Based on
the results of data processing, surveys, observation and data
analysis, 79% of IKIP-PGRI Pontianak students think that
difficulties are not a disaster in life in completing their
studies.
d. Durability. About how long the difficulties and
causes will take place. Someone who sees ability as the
cause of failure tends to be less able to survive compared to
someone who associates failure with the effort made.
According to Stoltz (2000), the factors that influence
fighting power include Internal factors
1. Genetics is a congenital factor that underlies a
person’s behavior, as well as the mood and level of anxiety
a person has.
2. Education can affect intelligence, the formation of
healthy habits, character development, skills of desire and
performance produced.
3. Confidence is a very important factor in achieving
success. This belief is related to expectations, actions,
morality, contributions and how one treats others.
Stoltz (2000) adds factors that influence one’s fighting
power as follows.
1. Competitiveness. Competitiveness is closely
related to hope, agility, and tenacity determined by the way
a person faces challenges and failures in his life. Satterfield
and Seligman (in Stoltz, 2000) argue that people who
respond optimistically to difficulties will be more
aggressive and take more risks, while people who respond
to difficulties pessimistically will be passive and more
careful.
2. Productivity. People who respond to difficulties
well will look more productive compared to people who do
not respond well.
3. Creativity. Creativity requires ability to overcome
difficulties caused by uncertain situations. Someone who is
unable to face difficulties becomes unable to be creative.
4. Motivation. A person who has high fighting ability
is considered to have high motivation as well.
5. Taking a resume. A person who has a high fighting
ability tends to take more risks than those who have a low
fighting ability.
6. Improvement. A person who has high fighting
power will always make improvements to be better.
Meanwhile, someone who has a low fighting ability will be
worse because he is unable to make improvements.
7. Perseverance. Perseverance is the ability to
constantly try, even if faced with difficulties and failures.
8. Learning.Dweck in (Stoltz, 2000) reveals that
someone with a pessimistic response to difficulties will not
learn much and perform well compared to someone who has
an optimistic response.
9. Embracing change. The ability to deal with
uncertainties and difficulties that are always changing
becomes increasingly important for survival. A person who
responds to difficulties well will be able to embrace change
by turning difficulties into opportunities.
10. Tenacity, stress, pressure and setbacks Tenacity is
needed to deal with the possibility of rising again. A person
should have a flexible and resilient emotional and physical
ability to recover from disappointment and fatigue. People
who have hardiness will remain resilient in the face of
difficulties. Whereas people who do not have hardiness will
tend to be weak due to difficult situations.
Based on the results of data processing, surveys,
observations and data analysis, it is known that the majority
of Pontianak IKIP-PGRI students have hardiness that will
remain resilient in the face of difficulties in completing their
studies.
Next Stoltz (2000) divides fighting power into three levels
as follows:
1. Quitters (Stop) It is a person who chooses to avoid
his obligations, retreat and stop. People of this type reject
opportunities and leave behind a lot of things life offers.
Quitters lives a life that isn’t too pleasant. Based on data
analysis, surveys, and observations, it is known that there
are still Pontianak IKIP-PGRI students who choose to leave,
avoid their obligations, retreat and stop in the face of
difficulties living as students.
2. Campers (Camping). Is a type that is easy to give
up and easily satisfied and tends to not want to develop
themselves. Campers are the type of people who get tired
easily in climbing and tend to find a comfortable place.
Campers tend to let go of opportunities that can actually be
achieved by directing energy and resources properly. Based
on data analysis, surveys, and observations, it is known that
there are still Pontianak IKIP-PGRI students who are easy
to give up and easily feel satisfied and tend not to develop
themselves in the face of difficulties.
3. Climbers (Climber) A thinker who always thinks
of possibilities and does not allow other obstacles to hinder
his ascent. Climbers believe that everything can happen
even if people are negative to him and even doubt it.
Climbers have high enthusiasm and are able to motivate
themselves to struggle to get the best from life. Climbers
establish a close bond of friendship and dedicate themselves
to lifelong learning and continuous improvement. Based on
data analysis, surveys, and observations, it is known that
most IKIP-PGRI Pontianak students have high enthusiasm
and are able to motivate themselves to struggle to get the
best out of their lives as students studying.
IV. CONCLUSION
A. Conclusion
Based on the results of the survey, observation and results
of data analysis in this study, it can be concluded in general
Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia 235
Proceedings of The Third International Conference on Sustainable Innovation (ICoSI 2019) ISBN No. 978-623-7054-15-3
that: “Fighting Confidence and Achievement Motivation of
IKIP-PGRI Pontianak Students Complete Odd Semester
2017/2018 Study)).” Categorized as Enough “Specifically
according with the effect of the study in this study can be
stated as follows:
1. Self-confidence and independence of learning for
Pontianak IKIP-PGRI students in completing their studies
on time is relatively low. This can be seen from more than
half of the students saying the study period between 4.5 to
5 years even has more and less courageous students express
opinions in lecture events and institutional group
discussions.
2. The fighting spirit of Pontianak IKIP-PGRI
students completes their initial assignments and their final
assignments are relatively low. This can be seen from the
large number of students who postpone completing their
tasks in the simpulan assignment (writing a thesis) after
completing the KKM and integrated PPL in their respective
places of origin, so that the study period which should be
completed 3.5 to 4 years stretch be 5 to 6 years or even
longer.
3. Motivation and Spirit of Learning Pontianak IKIPPGRI
students in following the lecture process are
“sufficient”. This can be seen from the fact that there are
still many students who are not on time attending classes,
the lack of students asking questions in following the lecture
process and the lack of students expressing their opinions
both in presentations and in group discussions.
4. The learning achievement of Pontianak IKIPPGRI
students is not maximal (enough). This can be seen
from various factors such as internal factors and student
external factors, the low value of training results in solving
daily recovery questions including learning independence
and lecturer and student interaction, student interaction with
employees (employees) and contact and communication
between lecturers and students on campus there has not been
a maximum.
B. Suggestions
1. The IKIP-PGRI Pontianak institution through the
Academic Field and each Study Program are expected to be
able to help students foster self-confidence and
independence of student learning through strengthening
self-confidence, by providing appropriate treatments, using
learning methods that can encourage more active students
and assertive and provide assertive pembinaan to improve
students’ assertiveness through the intensity of increasing
coaching by Academic Advisors (PA) so that they have high
self-confidence and can complete their studies on time
2. The IKIP-PGRI Pontianak institution through
lecturer lecturers of each Study Program needs to generate,
improve, and maintain a spirit of continuous student
learning, through activities that stimulate all achievements
so as to create competitiveness both within the Study
Program and within the scope of IKIP to creating
competitiveness in completing final assignments (studies)
in each Study Program, Faculty and in the IKIP
Environment itself.
3. In carrying out teaching assignments subject
lecturers need to use varied methods and use media that are
able to generate competitiveness in accordance with the
learning objectives. Lecturers need to know each student
who is taught personally so that they can provide guidance
and direction in accordance with the growth of student
personality.
4. For further researchers, if there are other
researchers who are interested in continuing research on
Confidence Fighting Power and Learning Motivation, they
should associate it with other variables besides self-concept
such as gender, personality type, intelligence level, age,
self-esteem and the place of origin of students.
5. In taking the subject / object of research it is
recommended not only in the campus area, but can be more
extensive and multiplied so that students can learn the
behavior of Fighting Confidence and Student Motivation in
completing the Study “.
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