Hubungan Self Compassion dan Hasil Belajar Peserta Didik dalam Pembelajaran Sejarah

Abstract

Differences in students' learning outcomes is shaped by multiple factors, one of which is internal factors originating within the students themselves. One internal factor that is presumed to contribute to learning outcomes is self compassion. The purpose of this study was to analyze the relationship between self compassion and students' learning outcomes in History among eleventh-grade students at SMAN 5 Jember. This study utilized a quantitative approach using a correlational research design. The sample consisted of 109 students selected using a random sampling technique. Data on self compassion were collected through a Likert scale questionnaire, while data on learning outcomes were collected from the students' final examination. The collected data were analyzed through the Spearman's rho correlation test after outlier screening had been conducted. The findings showed that self compassion was positively and significantly related to students' learning outcomes (ρ = 0.380; p = 0.000). These findings imply that increases in level of self compassion among students, the better their learning outcomes tend to be. Based on the coefficient of determination, self compassion explained 14.44% of the variance in students' learning outcomes, whereas the remaining 85.56% was attributable to other factors. These findings indicate that self compassion should be considered as one of the psychological factors supporting students' learning outcomes.