eprintid: 136017 rev_number: 30 eprint_status: archive userid: 216594 dir: disk0/00/13/60/17 datestamp: 2025-08-21 08:14:40 lastmod: 2025-08-21 08:14:40 status_changed: 2025-08-21 08:14:40 type: thesis metadata_visibility: show creators_name: Adam Alamsyah, - creators_name: Aceng Kosasih, - creators_name: Saepul Anwar, - creators_nim: NIM2311318 creators_nim: NIDN0017096502 creators_nim: NIDN0009118101 creators_id: adam8@upi.edu creators_id: acengkosasih@upi.edu creators_id: saefull@upi.edu contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: Aceng Kosasih, - contributors_name: Saepul Anwar, - contributors_nidn: NIDN0017096502 contributors_nidn: NIDN0009118101 contributors_id: acengkosasih@upi.edu contributors_id: saefull@upi.edu title: PENGARUH ACADEMIC SELF CONCEPT DAN STUDENT ENGAGEMENT TERHADAP PRESTASI AKADEMIK PENDIDIKAN AGAMA ISLAM PADA SISWA SMA DI BANDUNG ispublished: pub subjects: BP subjects: L1 subjects: LB subjects: LB2300 divisions: T_PAI full_text_status: restricted keywords: konsep diri akademik, keterlibatan siswa, prestasi akademik, pendidikan agama Islam academic self-concept, student engagement, academic achievement, Islamic religious education note: https://scholar.google.com/citations?user=OAcI_b0AAAAJ&hl=id&authuser=1 ID SINTA Dosen Pembimbing: Aceng Kosasih: 5976354 Saepul Anwar: 5989812 abstract: Penelitian ini bertujuan untuk menguji pengaruh Academic Self-Concept (ASC) dan Student Engagement (SE) terhadap prestasi akademik siswa dalam mata pelajaran Pendidikan Agama Islam (PAI) di tingkat Sekolah Menengah Atas. Latar belakang penelitian didasari oleh pentingnya memahami faktor psikologis dan motivasional yang berkontribusi terhadap keberhasilan belajar siswa, khususnya dalam konteks pembelajaran agama. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode survei. Data dikumpulkan melalui angket terstandar yang telah diuji validitas dan reliabilitasnya, serta disebarkan kepada 247 siswa kelas XI di salah satu SMA unggulan di Kota Bandung. Analisis data dilakukan menggunakan regresi linier berganda. Hasil penelitian menunjukkan bahwa tingkat ASC siswa berada pada kategori sedang (73,7%) dan tinggi (26,3%), sedangkan tingkat SE berada pada kategori tinggi (51,0%) dan sedang (48,2%). Prestasi akademik siswa pada mata pelajaran PAI didominasi kategori baik (43%) dan sangat baik (34%). Uji F menunjukkan bahwa ASC dan SE secara simultan berpengaruh signifikan terhadap prestasi akademik PAI (F = 14,619; p < 0,001). Namun, uji t mengindikasikan bahwa hanya ASC yang berpengaruh positif dan signifikan terhadap prestasi akademik (β = 0,357; p < 0,001), sedangkan SE tidak berpengaruh signifikan (p = 0,362). Koefisien determinasi (R²) sebesar 0,107 menunjukkan bahwa ASC dan SE secara bersama-sama menjelaskan 10,7% variasi prestasi akademik siswa. Temuan ini mengimplikasikan pentingnya penguatan persepsi diri akademik siswa melalui strategi pembelajaran PAI yang mampu menumbuhkan keyakinan atas kemampuan akademiknya, sementara pengaruh SE memerlukan kajian lebih lanjut untuk memahami dinamika keterlibatan siswa dalam konteks pembelajaran agama. This study investigates the influence of Academic Self-Concept (ASC) and Student Engagement (SE) on students’ academic achievement in Islamic Religious Education (IRE) at the senior high school level. Recognizing the significance of psychological and motivational factors in shaping learning outcomes, a quantitative survey design was employed. Data were obtained through a validated and reliable questionnaire administered to 247 eleventh-grade students in a top-performing high school in Bandung, Indonesia. Multiple linear regression was applied for data analysis. Findings indicate that ASC levels were predominantly moderate (73.7%) or high (26.3%), while SE levels were high (51.0%) or moderate (48.2%). Academic achievement was largely classified as good (43%) or very good (34%). The F-test confirmed that ASC and SE jointly exerted a significant effect on academic achievement (F = 14.619; p < 0.001). However, the t-test revealed that only ASC had a positive and significant effect (β = 0.357; p < 0.001), whereas SE was not significant (p = 0.362). The model explained 10.7% of the variance in students’ academic achievement. These results highlight the pivotal role of enhancing students’ academic self-perception through IRE pedagogy, while further research is needed to clarify the limited impact of SE in this context. date: 2025-08-19 date_type: published institution: Universitas Pendidikan Indonesia department: KODEPRODI86108#Pendidikan Agama Islam_S2 thesis_type: masters thesis_name: mphil official_url: https://repository.upi.edu/ related_url_url: https://perpustakaan.upi.edu/ related_url_type: org citation: Adam Alamsyah, - and Aceng Kosasih, - and Saepul Anwar, - (2025) PENGARUH ACADEMIC SELF CONCEPT DAN STUDENT ENGAGEMENT TERHADAP PRESTASI AKADEMIK PENDIDIKAN AGAMA ISLAM PADA SISWA SMA DI BANDUNG. S2 thesis, Universitas Pendidikan Indonesia. document_url: http://repository.upi.edu/136017/1/T_PAI_2311318_Title.pdf document_url: http://repository.upi.edu/136017/2/T_PAI_2311318_Chapter1.pdf document_url: http://repository.upi.edu/136017/3/T_PAI_2311318_Chapter2.pdf document_url: http://repository.upi.edu/136017/5/T_PAI_2311318_Chapter3.pdf document_url: http://repository.upi.edu/136017/4/T_PAI_2311318_Chapter4.pdf document_url: http://repository.upi.edu/136017/6/T_PAI_2311318_Chapter5.pdf document_url: http://repository.upi.edu/136017/7/T_PAI_2311318_Chapter6.pdf document_url: http://repository.upi.edu/136017/8/T_PAI_2311318_Appendix.pdf