Keywords: self-academic concept, Learning independence


This research aims to determine the influence of the academic self-concept on the independence of learning class VI students during the pandemic. Research in the background is a problem that many students lack self-reliance in learning at an elementary school education level, especially when online-based learning is enforced during the pandemic.  In addition, when exams are many students who are unable to work on their own and ask a friend next to him when the exam is in progress. This research uses a quantitative-descriptive approach. This type of research is correlation research. The subject in this study amounted to 40 students. The variables studied are self-concept academic and self-learning independent students. Data is collected through the self-learning concept of academic and student self-reliance. From the analysis results using the correlation analysis of product-moment with the help of SPSS version 23.0, obtained R table results with N = 70 and α = 5%, is 0.235. While the Rcount obtained the magnitude of 0.769, then Rcountdown > Rtabel (0,769 > 0,235), meaning there is a positive and significant influence, consequently Ho rejected and Ha accepted. So, in conclusion "there is a positive and significant influence of the self-academic concept of learning Independence-class VI students". That means the higher the academic self-concept of students, the higher the independence of learning and vice versa when the self-academic concept is low then the student independence is low. Based on the results of the study students are expected to learn with self-awareness without the compulsion of parents or teachers and in learning not dependent on others. Teachers are expected to observe the students ' academic self-concept and strive to improve it so that students can have high self-reliance learning and can complete their study tasks perfectly.


Aghajani, M., & Zoghipour, M. (2018). The Comparative Effect of Online Self-Correction , Peer- correction , and Teacher Correction in Descriptive Writing Tasks on Intermediate EFL Learners ’ Grammar Knowledge The Prospect of Mobile Assisted Language Learning ( MALL ). International Journal of Applied Linguistics & English Literature, 7(3), 14–22.

Borelli, E., & Cacciari, C. (2019). The Comprehension of Metaphorical Descriptions Conveying Gender Stereotypes . An Exploratory Study. Frontiers in Psychology, 10(November), 1–11.

Campos-Sánchez, A., Sánchez-Quevedo, M. del C., Crespo-Ferrer, P. V., García-López, J. M., & Alaminos, M. (2013). Microteaching as a self-learning tool. Students’ perceptions in the preparation and exposition of a microlesson in a tissue engineering course. Journal of Technology and Science Education, 3(2), 1–15.

Casey, L., & Hallissy, M. (2014). Live Learning : Online Teaching , Digital Literacy and the Practice of Inquiry. Irish Journal of Technology Enhanced Learning, 1(1), 1–7.

Cera, R., Mancini, M., & Antonietti, A. (2014). Relationships between Metacognition, Self-efficacy and Self-regulation in Learning. ECPS - Educational, Cultural and Psychological Studies, 1(7), 115–141.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. In Educational Research (Vol. 4).

Djudin, T. (2019). Self-concept, Interest in becoming a teacher, Prerequisite courses: What do the most determinant factors in microteaching competencies of prospective teachers? Journal of Education, Teaching, and Learning, 4(2), 257–263.

Erdogan, A., Yazlik, D. O., & Erdik, C. (2014). Mathematics Teacher Candidates ’ Metaphors about the Concept of “ Mathematics .” International Journal of Education in Mathematics, Science and Technology, 2(4), 289–299.

Esterhuysen, S., & Stanz, K. J. (2014). Locus of Control and Online Learning. Journal of Industrial Psychology, 30(1), 63–71.

Francová, L. (2014). The level of physical and social skills after completion of the training program for children aged 9–11. Acta Gymnica, 44(1), 33–45.

Gibert, T. (2018). Unraveling the Mysteries of Childhood : Metaphorical Portrayals of Children in Margaret Atwood ’ s Fiction. Spanish Journal of English Studies, 39(1), 29–50.

Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Journal of Learning and Individual Differences, 11(6), 128–135.

Gunawan, Suranti, N. M. Y., & Fathoroni. (2020). Variations of Models and Learning Platforms for Prospective Teachers During the COVID-19 Pandemic Period. Indonesian Journal of Teacher Education, 1(2), 61–70.

Hendarto, P., & Adi, B. (2019). Validity of guided inquiry-based modules on digestive system to improve argumentation skill. Jurnal Pendidikan Biologi Indonesia, 5(1), 127–140.

Hidayati, V. R., Wulandari, N. P., Maulyda, M. A., Erfan, M., & Rosyidah, A. N. K. (2020). Literasi Matematika Calon Guru Sekolah Dasar dalam Menyelesaikan Masalah PISA Konten Shape & Space. JPMI: Jurnal Pembelajaran Matematika Inovatif, 3(3), 1–10.

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 12(4), 432–438.

Liu, Y. (2019). Using reflections and questioning to engage and challenge online graduate learners in education. Research and Practice in Technology Enhanced Learning, 14(3), 1–10.

Lo, C. C., Johnson, E., & Tenorio, K. (2011). Promoting student learning by having college students participate in an online environment. Journal of the Scholarship of Teaching and Learning, 11(2), 1–15.

María, G., & Clara Jessica. (2016). Using blogs to enhance the capacity of mathematical communication in High School. Revista Complutense de Educación, 27(3), 1327–1350.

Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. In British Journal of Educational Psychology. Cambridge University Press.

Maulyda, M. A., Hidayati, V. R., Rosyidah, A. N. K., & Nurmawanti, I. (2019). Problem-solving ability of primary school teachers based on Polya’s method in Mataram City. PYTHAGORAS: Jurnal Pendidikan Matematika, 14(2), 139–149.

Maulyda, M. A., & Khairunnisa, G. F. (2019). Profil kesalahan mahasiswa dalam menggambar grafik fungsi rasional. MaPan: Jurnal Matematika Dan Pembelajaran, 7(2), 181–193.

Maulyda, M. A., Rosyidah, A. N. K., Apsari, R. A., FR, A. F. U., & Witono, A. H. (2020). Penggunaan Website Quizizz Untuk Mengevaluasi Hasil Belajar Calon Guru Sekolah Dasar. Fundamental Pendidikan Dasar, 3(2), 139–144.

Nägele, T., Weckwerth, W., Szymanski, J. J., & Planck, M. (2014). Mathematical modeling reveals that metabolic feedback regulation of SnRK1 and hexokinase is sufficient to control sugar homeostasis from energy depletion to full recovery. Frontiers in Plant Science, 5(5), 1–11.

Nurfaizin, N. (2019). Uji Validitas Konstruk Self Control Terhadap Prokrastinasi Akademik Dengan Metode Confirmatory Factor Analysis (CFA). Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia (JP3I), 7(1), 41–48.

Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education ? A systematic review and meta-analysis. Medical Education Online, 24(1), 1–14.

Plucker, J. A., & Beghetto, R. A. (2014). Why Creativity Is Domain General, Why It Looks Domain Specific, and Why the Distinction Does Not Matter. In Creativity: From potential to realization. (pp. 153–167). American Psychological Association.

Rezaei, Z., & Jafarpour, A. (2013). The Effect of Differences in the General Proficiency of Iranian EFL Students on their Metaphorical Competence. IRANIAN JOURNAL OF RESEARCH IN ENGLISH LANGUAGE TEACHING, 1(1), 62–71.

Saxon, P., & Martirosyan, N. M. (2017). NADE members respond: Improving accelerated developmental mathematics courses. Journal of Developmental Education, 41(1), 24–27.

Sugiyono. (2016). Metode penelitian kuantitatif kualitatif dan R&D. Alfa Beta.

Sukardi, T. (2013). Faktor-Faktor Yang Mempengaruhi Kemandirian Factors Influence the Autonomy for Entrepreneure in Student ’ S Smk. Jurnal Pendidikan Vokasi, 15(2), 34–45.

Tello, E. A. (2010). Making Mathematics Word Problems Reliable Measures of Student Mathematics Abilities. Journal of Mathematics Education, 3(1), 15–26.

Toptaş, V., & Gözel, E. (2018). Investigation of the Metaphorical Perceptions of the Parents on the Concept of “ Mathematics .” International Electronic Journal of Elementary, 10(5), 621–626.

Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems. Global Education Review, 1(4), 76–95.

Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments. Knowledge Management and E-Learning, 11(1), 1–19.

Wang, C. W., & Neihart, M. (2015). Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students. Roeper Review, 4(5), 45–78.

Widodo, S. A., & Purnami, A. S. (2018). Mengembangkan Norma Sosiomatematik Dengan Team Accelerated Instruction. NUMERICAL: Jurnal Matematika Dan Pendidikan Matematika, 2(1), 29.

Yuliyani, R., Handayani, S. D., & Somawati, S. (2017). Peran Efikasi Diri (Self-Efficacy) dan Kemampuan Berpikir Positif terhadap Kemampuan Pemecahan Masalah Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 7(2).