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 Volume 6 , Number 1, May 2021  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
88 

 

zzzzzz z 

  

The Influence of Self-Concept on Citizenship Learning 

Outcomes 

 
Rida Hatiarsih 

STKIP Kusuma Negara, Jakarta 

ridahatiarsih@stkipkusumanegara.ac.id 

 

Accepted: 
Jan 3th   2021 

Reviewed: 
March 5th 2021 

Published: 
May 30th 2021 

 

Abstract : This study aims to determine whether or not there is an influence of self-concept on 

learning outcomes of civics education, the influence of self-concept on emotional intelligence of 

class X State Senior High School in Pasar Rebo District. The population of this research is all 

students of class X State Senior High School in Pasar Rebo District. The schools that were sampled 

were SMAN 39, SMAN 98, and SMAN 106. The total population of the three schools was 574, 

using Isaac and Michael's tables, obtained a sample of 221 students. The results of this study prove 

that self-concept has a significant influence on student citizenship education learning outcomes 

with a correlation level of r132 of 0.361 or 3.6%. 

 

Keywords: self-concept, learning outcomes, civic education 

 

INTRODUCTION 

 The task of education is not only limited to transferring the results of science and 

technology. In addition, the field of education is also tasked with instilling new values demanded 

by the development of science and technology in students within the framework of basic values 

that have been agreed upon by the Indonesian people. Therefore, a very prominent influence on 

existing values comes from the application of science and technology. In line with these 

developments, there are not only clashes and shifts in the values adopted by the community, but 

even changes in the values of society.1.  

 Learning achievement is the maximum benchmark that students have achieved after doing 

the act of learning for a predetermined time together. To determine student achievement, teachers 

need to evaluate learning outcomes. Through the implementation of the evaluation of learning 

outcomes, it can be seen that student learning achievements achieved during the teaching and 

learning process can be seen. Another aspect that needs attention related to student learning 

outcomes is the characteristics of the subjects studied. Each subject has characteristics and special 

characteristics that are different from other subjects. 

 The purpose of national education is the end result of a teaching and learning process 

which is expressed in the form of abilities, knowledge, and attitudes of students who have followed 

the process. There are several factors that affect learning outcomes including learning media, 

learning methods, teachers and students themselves, while those affecting students are two factors, 

namely internal and external factors.2. Internal factors are factors that come from within students, 

 
1Conny Semiawan, et.al. 1990. Cultivating Talent and Creativity of Middle School Students. Jakarta, Gramedia. 
2HA Yunus. Bandung Educational Philosophy, Citra Sarana Graphic. 1999 

mailto:ridahatiarsih@stkipkusumanegara.ac.id


  
 

Yuli Choirul Ummah 
Dismantling Paradigm Book Ta'limul Muta'allim 

 
 

  

 
 EDUCATIO : Journal Of Education  
 Volume 6 , Number 1, May 2021  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
89 

 

zzzzzz 

  

including attitudes, talents, IQ, attention, self-concept and motivation. External factors are factors 

that come from outside the students, including the curriculum, learning atmosphere, teacher 

abilities, living environment and school environment. The success of the teaching and learning 

process is partly influenced by the characteristics possessed by students, both as individuals and 

groups who are participating in the process. Each student must have different characteristics, one 

of which is self-concept and emotional intelligence. 

 Self-concept becomes one of the important aspects in one's life because self-concept 

shows how one views about oneself. A student's self-concept can affect his motivation or desire 

to excel or achieve the targets he has set3. 

 Self-concept is a mental picture according to one's own state which includes four aspects, 

namely: how people observe themselves, how people judge themselves, how people think about 

themselves, and how people try in various ways to perfect and maintain themselves.4. There are 

several factors that influence the process of forming self-concept, namely: (1) Parenting, (2) 

Failure, (3) Depression, (4) internal criticism5. So the self-concept is "a view of oneself as a whole 

as a result of observations of oneself in the past and in the present".6. 

 Self-concept originates and is rooted in childhood experiences and develops primarily as a 

result of our relationships with other people. The family is the first and most meaningful social 

place in a child's life, as a result the influence of the family on the development of the child's self-

concept is very dominant. A person's self-concept will develop along with the amount of 

experience gained and the social relationships he undergoes. The more social relationships you 

have, the more experience you get, the more things you can take to improve yourself in order to 

form an ideal self-concept.7.  

The role of self-concept for individuals in terms of behavior cannot be doubted, because self-

concept is the center of individual behavior. Safarino quoted in Suryabrata explains that self-

concept is a person's thoughts about his or her characteristics which include physical 

characteristics, gender, behavioral tendencies, emotional character and ideals.8. 

 According to Samuel Soeitoe, self-concept is a series of conclusions that a person draws 

about himself based on experience, either directly or indirectly. This means that a student knows 

that he has advantages among his friends, and can accept the judgments of others who are the 

foundation of his confidence. 

 A positive self-concept sees itself as having the ability to do something with high self-

confidence to achieve success, while a negative self-concept arises from a lack of confidence in 

one's own abilities, there is always a feeling of inability to overcome the problems at hand, more 

he has the ability to do something with high self-confidence to achieve success. 

 Learning outcomes can be defined as an end result after experiencing the learning process, 

where the behavior appears in the form of actions that can be observed and measured. So this 

learning outcome test is an instrument that can be used to measure how far the material and related 

 
3M Gufron. Psychological Theories. Yogyakarta: Ar-ruzz Media. 2011 
4Sumadi Suryabrata, Educational Psychology. Jakarta, King Grafindo Persada. 2002 
5Sjarkawi.. Formation of Children's Personality, Moral, Intellectual, Emotional, and Social Roles as Forms of Integrity to Build 
Identity. Jakarta, Earth Literacy. 2008 
6Hurlock. Elizabeth B. Developmental Psychology: Throughout the Life Span, transliterated: Istiwidayanti. Jakarta, Erlangga. 
1996 
7Yusuf, Syamsu LN and Nurihsan, A. Juntika. Personality Theory. Bandung, PT Youth Rosdakarya. 2008 
8 LOC CIT 



  
 

Yuli Choirul Ummah 
Dismantling Paradigm Book Ta'limul Muta'allim 

 
 

  

 
 EDUCATIO : Journal Of Education  
 Volume 6 , Number 1, May 2021  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
90 

 

zzzzzz 

  

concepts that have been given and taught have been mastered by students.9. Assessment of 

learning outcomes is a process or activity that is systematic, continuous, and comprehensive in the 

context of collecting and processing information to assess the achievement of students' learning 

processes and outcomes. Learning outcomes are a description of what students must explore, 

understand, and do10. Learning outcomes are divided into three domains, namely: cognitive, 

affective, psychomotor. Cognitive domain is the ability to think, know and solve problems that are 

closely related to learning objectives. The affective domain is related to attitudes, emotions, feelings 

that indicate acceptance or rejection of something. While the psychomotor domain is related to 

skills, motor skills, manipulation of materials or objects11. 

 

METHODS 

This research is a type of quantitative research, the research is focused on the study of 

objective phenomena to be studied quantitatively. The population of this research is all students 

of class X State Senior High School in Pasar Rebo District. The sample schools were students of 

class X at SMA Negeri 39, SMA 98, SMA Negeri 106. The total population of the three schools 

that were sampled was 574 students, based on Isaac and Michael's table with a population of 574 

with an error rate of 5%, obtained a sample of 221 students from the three schools. Variables in 

quantitative research are: self-concept (X1) on civics learning outcomes (Y). 

 

RESULT AND DISCUSSION 

The learning outcomes of civic education at the schools that are the object of the research 
are an average of 48.10, with the lowest score of 25.00 and the highest being 83.00, meaning that 
the learning outcomes of civic education for class X State Senior High School Pasar Rebo District 
are low because the average is below the minimum completeness standard. while the results of the 
self-concept questionnaire show an average of 187.48, this shows that on average the respondents 
answered the self-concept questionnaire in the range of doubt and agree, meaning that students 
have a good (positive) self-concept in learning. 
 
Discussion 
 The test results prove that the self-concept has an indirect effect on the learning 

outcomes of students' citizenship education.  

Student learning outcomes are strongly influenced by self-concept which is a factor in improving 

the quality of student learning. Because every individual has dynamic, anti-deterministic and 

optimistic assumptions and feelings and actively forms their own knowledge and behavior. 

Everyone is able to look at themselves, and to question, consider, describe, and evaluate certain 

things that are drawn into the field of consciousness, both in interacting with themselves and with 

others in their environment. 

 The purpose of civic education learning is not only to create students who are capable 

or reliable in understanding and applying the meaning of civic education in everyday life. However, 

citizenship education lessons also have a very important role in growing and developing students' 

emotional intelligence 

 
9Suharsimi Arikunto,. Basics of Educational Evaluation. Jakarta, Literature Development. 1990 
10Arifin Zaenal, Learning Evaluation, Bandung: PT Pemuda Rosdakarya. 2009 
11Benjamin S Bloom, Taxonomy of Educational Objectives, The Classification of Education Goals Handbook I Cognitive 

Domain. London. Longman Group Ltd. 1984 



  
 

Yuli Choirul Ummah 
Dismantling Paradigm Book Ta'limul Muta'allim 

 
 

  

 
 EDUCATIO : Journal Of Education  
 Volume 6 , Number 1, May 2021  

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 
91 

 

zzzzzz 

  

 A good self-concept will know himself well so that he knows his obligations in 

learning. A positive self-concept will create good emotional intelligence in learning. With a good 

self-concept will create creative, brilliant and innovative ideas because students know themselves 

well as an integral part of their function as students. 
 

CONCLUSION 

Based on the results of the research analysis, it can be concluded that the better the self-

concept of students in learning, the higher the learning outcomes of civic education. If the self-

concept of students in the learning process is improved in a more positive direction. 

 

REFERENCES 

Arikunto, Suharsini. Basics of Educational Evaluation. Jakarta, Literature Development. 1990 

Bloom, Benjamin S. Taxonomy of Educational Objectives, The Classification of Education 

 Goals Handbook I Cognitive Domain. London. Longman Group Ltd. 1984 

Gufron, M. Psychological Theories. Yogyakarta: Ar-ruzz Media. 2011 

Goleman, Daniel. Emotional Intelligence Why EI is More Important than IQ, translated by T. 

Hermaya. Jakarta, PT Gramedia. 2002 

Hendriati,. Developmental psychology. Bandung : Refika Aditama. 2006 

Hurlock. Elizabeth B. Developmental Psychology: Throughout the Life Span, transliterated: 

Istiwidayanti. Jakarta, Erlangga. 1996 

Lawrence E, Saphiro. Teaching Emotional Intelligence to Children. Jakarta, Gramedia. 1998 

Samuel Soeitoe, Educational Psychology, prioritizing developmental aspects, volume 2 (Jakarta: 

Publishing Institute FE UI, tt), p. 62. 

Semiawan, Conny, et.al. Fostering Talent and Creativity of Middle School Students. Jakarta, 

Gramedia. 1990 

Sjarkawi.. Formation of Children's Personality, Moral, Intellectual, Emotional, and Social Roles as 

Forms of Integrity to Build Identity. Jakarta, Earth Literacy. 2008 

Suryabrata, Sumadi. Educational Psychology. Jakarta, King Grafindo Persada. 2002 

Yunus, HA,. Bandung Educational Philosophy, Citra Sarana Graphic. 1999 

Yusuf, Syamsu LN and Nurihsan, A. Juntika. Personality Theory. Bandung, PT Youth Rosdakarya. 

2008 

Zaenal, Arifin, Learning Evaluation, Bandung: PT Remaja Rosdakarya. 2009 


