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Comparative Study

| Published: November 20, 2018

Students’ Academic Self-Concept: A Founding Strategy in Learning Process

Jusuf Blegur

Faculty of Teacher Training and Education, Artha Wacana Christian University, Indonesia Google Scholar More about the auther

, M. Rambu P. Wasak

Faculty of Teacher Training and Education, Artha Wacana Christian University, Indonesia Google Scholar More about the auther

, Poho Pabala

Faculty of Teacher Training and Education, Artha Wacana Christian University, Indonesia Google Scholar More about the auther

DIP: 18.01.046/20180604

DOI: 10.25215/0604.046

ABSTRACT

Educators expect that the students perform optimally in order to support the achievement of learning objectives. However, they need to reflect the internal and external environments created to support the direction of the totality of students or vice versa. This study reports a qualitative investigation concerning to strategies that train the development of students’ academic self-concepts during the learning process. There were four sixth semester students of Physical Education, Health, and Recreation program who are willing to be actively involved in sharing their learning experiences, including: 1) Lodolaleng D, 2) Lassa YY, 3) Nalle FJB, and 4) Nama LR (M = 21.5 years). Researchers used participation observation techniques, in-depth interviews, field notes, and focus group discussions when collecting data. The results proved the students’ academic self-concept is trained using six strategies, including: 1) Logical consequences, 2) Challenging responsibilities, 3) Dynamic expression media, 4) Solution-based feedback, 5) Direct evaluation of learning outcomes, objective, and transparent, and 6) Integrating thoughts and behaviors that motivate.

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Responding Author Information

Jusuf Blegur @ jusufblegur@ukaw.ac.id

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Article Overview

ISSN 2348-5396

ISSN 2349-3429

18.01.046/20180604

10.25215/0604.046

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Published in   Volume 06, Issue 4, October-December, 2018