Self-awareness dan Hasil Belajar Kognitif IPAS Kelas V Sekolah Dasar

Nadhifah Bayu Sukma, Matsuri Matsuri, Karsono Karsono

Abstract

This study aims to explain the correlation between self-awareness and the cognitive learning outcomes in IPAS among fifth-grade students in Gugus 02, Pacitan District. Self-awareness is considered one of the internal factors that contributes to students’ learning outcomes. This study employed a quantitative approach with a correlational design. The population consisted of 187 fifth-grade students in elementary schools in Gugus 02, Pacitan District. The sample consisted of 136 students selected using probability sampling with the cluster random sampling method.  Data were collected through questionnaires and documentation. The data were analyzed using the Spearman Rank correlation test. Based on the data analysis, a correlation coefficient of r = 0.325 was obtained between self-awareness and cognitive learning outcomes in IPAS, with a significance value of p = 0.000. Based on these results, it can be concluded that there is a positive and significant relationship between self-awareness and the cognitive learning outcomes in IPAS among fifth-grade students in Gugus 02, Pacitan District, with a low level of correlation. The coefficient of determination was 10.56%, while the remaining 89.44% was associated with other factors outside the scope of this study. These findings indicate that strengthening self-awareness may contribute to improving students’ cognitive learning outcomes in IPAS, although its relatively low contribution suggests the need to optimize other factors that also influence learning success.

Keywords

Self-awareness; Hasil Belajar Kognitif IPAS; Sekolah Dasar

References

Adi, F. P., Atmojo, I. R. W., Ardiansyah, R., & Suci, M. (2023). The Effect of the Multiliteracy Learning Model on Critical Thinking Skills in Terms of College Students ’ Self -Regulated Learning. Jurnal Pendidikan Indonesia, 12(4), 668–678. https://doi.org/10.23887/jpiundiksha.v12i4.66951 Afriani, G., & Zaman, N. (2025). Developing Emotional Intelligence as a Key to Academic Success among High School Students. Global Education Journal, 3, 621–631. https://doi.org/10.59525/gej.v3i3.1197 Arianto, F., & Hanif, M. (2024). Evaluating metacognitive strategies and self-regulated learning to predict primary school students ’ self -efficacy and problem-solving skills in science learning. Journal of Pedagogical Research, 8(3), 301–319. https://doi.org/10.33902/JPR.202428575 Atmojo, I. R. W., Ardiansyah, R., & Lestari, E. Y. (2023). The Effect of Self-Regulated Learning Modules on Academic Procrastination and Critical Thinking Skills of Primary School Teacher Education Students of UNS. Mimbar Sekolah Dasar, 11(1), 1–20. https://doi.org/10.53400/mimbar-sd.v11i1.61178 Ayu, M. D. K., Sapti, M., & Anjarini, T. (2022). Deskripsi Kesadaran Siswa Sekolah Dasar pada Pembelajaran Daring Mata Pelajaran Matematika. Jurnal Basicedu, 6(2), 2770–2776. https://doi.org/10.31004/basicedu.v6i2.2461 Bozgun, K., & Akin-Kosterelioglu, M. (2023). Self-confidence as the predictor of metacognitive awareness in high school students Meltem AKIN-KOSTERELIOGLU. Participatory Educational Research (PER), 10(January), 375–388. http://dx.doi.org/10.17275/per.23.20.10.1 Chumdari, C., Atmojo, I. R. W., Ardiansyah, R., & Shintawati, A. (2023). The Effect of Metacognition Awareness on the Critical Thinking Skills of Elementary School Prospective Teachers. Al-Ishlah Jurnal Pendidikan, 15, 5893–5903. https://doi.org/10.35445/alishlah.v15i4.4527 Chumdari, C., Atmojo, I. R. W., Matsuri, M., Adi, F. P., Ardiyansyah, R., & Saputri, D. Y. (2024). Analisis tingkat self regulated learning di Sekolah Dasar Indonesia Bangkok. Jurnal Pendidikan Dasar, 12, 142–147. https://doi.org/doi.org/10.20961/jpd.v12i2.94880 Demetriou, A., Kazi, S., Makris, N., & Spanoudis, G. (2020). Cognitive ability , cognitive self-awareness , and school performance : From childhood to adolescence. Intelligence, 79(January), 101432. https://doi.org/10.1016/j.intell.2020.101432 Geary, D. C., & Xu, K. M. (2022). Evolution of Self ‑ Awareness and the Cultural Emergence of Academic and Non ‑ academic Self ‑ Concepts. Educational Psychology Review, 2323–2349. https://doi.org/10.1007/s10648-022-09669-2 Gee, E., Amalia, R., Roesdiana, L., & Juandi, D. (2025). Analisis Jalur Pengaruh Self Awareness dan Self Efficacy Terhadap Prestasi Belajar Matematika Siswa. SJME (Supremum Journal of Mathematic Education), 09(01), 1–13. https://doi.org/10.35706/sjme.v9i1.95 Herrera, L., Al-lal, M., & Mohamed, L. (2020). Academic Achievement , Self-Concept , Personality and Emotional Intelligence in Primary Education . Analysis by Gender and Cultural Group. 10(January), 1–13. https://doi.org/10.3389/fpsyg.2019.03075 Ilyas, A. M., Nirmala, S. D., & Raji-ellams, Z. B. (2025). Transformation of student ’ s self-efficacy in science learning through the discovery learning model. 9(2), 128–140. https://doi.org/10.26740/eds.v9n2 .p128-140 Karaman, P. (2021). The Impact of Self-assessment on Academic Performance : A Meta-analysis Study To cite this article : The Impact of Self-assessment on Academic Performance : A Meta-analysis Study. International Journal of Research in Education and Science, 7, 1151–1166. https://doi.org/https://doi.org/10.46328/ijres.2344 León, S. P., Panadero, E., & García-Martinez, I. (2023). How Accurate Are Our Students ? A Meta ‑ analytic Systematic Review on Self ‑ assessment Scoring Accuracy. In Educational Psychology Review (Vol. 35, Issue 4). Springer US. https://doi.org/10.1007/s10648-023-09819-0 Lopez-Cassa, E., Fernandez, F. B., Requena, S. O., & Carnicer, J. G. (2021). Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being. Sustainability, 1–10. https://doi.org/https://doi.org/10.3390/ su13158591 Mahya, Y. M. Z., & Kurniawan, S. B. (2026). Hubungan Keterampilan Metakognitif dengan Pemahaman Konsep Operasi Hitung Bilangan Peserta Didik Kelas IV Sekolah Dasar se-Gugus III Kecamatan Banjarsari. Didaktika Dwija Indria, 14(2), 582–590. https://doi.org/10.20961/ddi.v14i1 Matsuri, M., Atmojo, I. R. W., Saputri, D. Y., & Kholifah, C. N. (2024). Analysis of Elementary School Students ’ Learning Readiness in the Implementation of Differentiated Learning. Mimbar Sekolah Dasar, 11(4), 757–772. https://doi.org/10.53400/mimbar-sd.v11i4.78857 Murano, D., Sawyer, J. E., & Lipnevich, A. A. (2020). A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions. Review of Educational Research, XX(X), 1–37. https://doi.org/10.3102/0034654320914743 Murwaningsih, T., Ardiyansyah, R., & Septia, A. Y. (2022). Hubungan Self-Regulated Learning dan Minat Belajar Mahasiswa PGSD. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 6. https://doi.org/10.20961/jdc.v6i2.65123 Musinguzi, A. B., Aheisibwe, I., & Ahabwe, E. (2024). East African Journal of Education Studies Self-Awareness as Part of Socio-Emotional Learning and its Implications on Academic Achievement among O-level Students in Secondary Schools. 7(4), 30–43. https://doi.org/10.37284/eajes.7.4.2208 Purnamasari, I., Mayasari, D., Setyowati, R., & Woon, P. H. (2023). The Correlation between Self-Awareness and Cognitive Learning Outcomes in Social Studies of Grade IV Students. International Journal of Multi Discipline Science, 6(2), 108–116. https://doi.org/doi.org/10.26737/ij-mds.v6i2.3999 Putri, M. T., & Ferry, D. (2024). Analisis Hubungan Antara Self-Awareness Dengan Hasil Belajar Siswa Pada Mata Pelajaran Biologi. Biodik: Jurnal Ilmiah Pendidikan Biologi, 10, 54–66. https://doi.org/10.22437/biodik.v10i1.31937 Qi, M., Liu, W., Li, M., & Wang, G. (2025). The impact of achievement emotions on learning performance in online learning context : a meta-analysis. Frontiers in Psychology, July, 1–15. https://doi.org/10.3389/fpsyg.2025.1599543 Ramadhan, W., Prastowo, A., & Nebres, K. J. (2023). Evaluating The Implementation Of Natural And Social Science Learning (IPAS) In The Independent Primary School Curriculum. Jurnal Gentala Pendidikan Dasar, 8(I), 118–139. https://doi.org/doi.org/10.22437/gentala.v8i1.24893 Sewasew, D., & Sanford, L. (2019). Learning and Individual Di ff erences The developmental dynamics of students ’ reading self-concept and reading competence : Examining reciprocal relations and ethnic-background. Learning and Individual Differences, 73(May), 102–111. https://doi.org/10.1016/j.lindif.2019.05.010 Shah, S. G. M., Azam, R., & Ali, Z. (2025). The Critical Review of Social Sciences Studies Social and Emotional Learning of Students : Insight from Teachers Perspective at Primary School Level. The Critical Review of Social Sciences Studies, 3(2), 1476–1490. https://doi.org/doi.org/10.59075/tc23rx82 Shintawati, A., Atmojo, I. R. W., & Ardiansyah, R. (2023). Pengaruh kesadaran metakognisi terhadap kemampuan berpikir kritis mahasiswa PGSD UNS Surakarta. Didaktika Dwija Indria, 11(449), 1–6. https://doi.org/doi.org/10.20961/ddi.v11i3.76819 Simal, F., Mahulauw, D., Leasa, M., & Batlolona, J. R. (2022). Self Awareness and Mitigation of Learning Loss on Students ’ Science Learning Outcomes During the Covid 19 Pandemic. 8(1). https://doi.org/10.29303/jppipa.v8i1.1172 Siswanto, S., Saimroh, S., Muthmainna, A., Nurhijriah, N., & Siswanto, S. (2024). The Role of Self-Confidence and Self-Awareness in Enhancing Academic Value : An SEM Analysis. International Journal of Social Learning, 5(December), 189–201. https://doi.org/10.47134/ijsl.v5i1.310 Wang, C., Gao, B., & Chen, S. (2024). The effects of metacognitive scaffolding of project ‑ based learning environments on students ’ metacognitive ability and computational thinking. Education and Information Technologies, 29(5), 5485–5508. https://doi.org/10.1007/s10639-023-12022-x Weijer-bergsma, E. Van De, & Ven, S. H. G. Van Der. (2021). Why and for whom does personalizing math problems enhance performance ? Testing the mediation of enjoyment and cognitive load at different ability levels. Learning and Individual Differences, 87, 101982. https://doi.org/10.1016/j.lindif.2021.101982 Widuri, R., & Saputri, D. Y. (2026). Hubungan Kesiapan Belajar dan Kesadaran Metakognitif dengan Scientific Reasoning Ability Peserta Didik Sekolah Dasar dalam Pembelajaran IPA. Didaktika Dwija Indria, 14(2), 667–674. https://doi.org/10.20961/ddi.v14i1 Zihao, L., & Kee, C. L. (2024). Impact Of Social Awareness Of Students ’ Emotional Competency. South Asian Journal of Social Sciences & Humanities, 5(3), 88–113. https://doi.org/10.48165/sajssh.2024.5306

DOI: https://doi.org/10.20961/ddi.v14i6.126982

Refbacks

  • There are currently no refbacks.