ACADEMIC SELF CONCEPT AND ESTEEM SUPPORT IN MATHEMATICS STUDENTS: DO THEY AFFECT ACADEMIC BUOYANCY
Authors: SUPRIANDI AHMAD , ULFAH KHOIRIYA , SETIAWAN NUGROHO ARIEF 
Published: October 2024

In lectures, students will experience difficulties and challenges that occur, so that with the demands of the task and the many activities that students do will cause a psychological decline in these students so that students experience stress and other problems during lectures. The purpose of this study was to determine the relationship between academic self concept and esteem support with academic buoyancy in mathematics education students. The research method used is a quantitative approach. The subjects of this study were 103 mathematics education students. The data collection technique in this study used purposive sampling technique. Data collection tools in the form of a perception scale questionnaire regarding academic buoyancy scale (42 items), academic self concept scale (31 items), and esteem support scale (20 items). Data analysis using multiple linear regression analysis techniques using the JASP application. The results of this study indicate that there is a significant positive relationship between academic self concept and academic buoyancy with a correlation coefficient (R) of 0.593 with a significance of 0.001 (p <0.01). Meanwhile, the relationship between esteem support on academic buoyancy has a significant positive relationship with a correlation coefficient (R) of 0.909 with a significance of 0.001 (p <0.01). The effective contribution of the academic self-concept variable to the academic buoyancy variable is 19.6%. Meanwhile, the effective contribution provided by esteem support to the academic buoyancy variable is 72.6%. That is, the conclusion is obtained in the form of the higher the academic self concept, the higher the academic buoyancy, and vice versa. Meanwhile, the higher the esteem support, the higher the academic buoyancy, and vice versa.
ABSTRAKDi dalam perkuliahan mahasiswa akan mengalami kesulitan dan tantangan yang terjadi, Sehingga dengan adanya tuntutan tugas dan banyaknya kegiatan yang mahasiswa lakukan akan menimbulkan menurunnya psikologis mahasiswa tersebut sehingga mahasiswa mengalami stres dan permasalahan lainnya selama perkuliahan berlangsung. Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara academic self concept dan esteem support dengan academic buoyancy pada mahasiswa pendidikan matematika. Metode penelitian yang digunakan pendekatan kuantitatif. Subjek penelitian ini yaitu mahasiswa pendidikan matematika sebanyak 103 subjek. Teknik pengumpulan data dalam penelitian ini menggunakan teknik purposive sampling. Alat pengumpulan data berupa kuisioner skala persepsi mengenai academic buoyancy scale (42 item), skala academic self concept scale (31 item), dan skala esteem support (20 item). Analisis data menggunakan teknik analisis regresi linier berganda menggunakan aplikasi JASP. Hasil penelitian ini menunjukkan bahwa adanya hubungan positif yang signifikan antara academic self concept terhadap academic buoyancy dengan nilai koefisien korelasi (R) sebesar 0,593 dengan signifikasi sebesar 0,001 (p<0.01). Sedangkan untuk hubungan antara esteem support terhadap academic buoyancy memiliki hubungan positif signifikan dengan nilai koefisien korelasi (R) sebesar 0,909 dengan signifikasi sebesar 0,001 (p <0.01). Sumbangan efektif dari variabel academic self concept terhadap variabel academic buoyancy sebesar 19,6%. Sedangkan, sumbangan efektif yang diberikan oleh esteem support terhadap variabel academic buoyancy sebesar 72,6%. Artinya, didapatkan kesimpulan berupa semakin tinggi academic self concept maka akan semakin tinggi academic buoyancy, begitupun sebaliknya. Sedangkan, semakin tinggi esteem support maka akan semakin tinggi academic buoyancy, dan begitupun sebaliknya.