Kepercayaan Diri dan Motivasi Belajar sebagai Prediktor Kemampuan Pemecahan Masalah Perspektif Psikologi Pendidikan Islam
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Kemampuan pemecahan masalah merupakan kompetensi penting dalam pembelajaran, karena menunjukkan kemampuan peserta didik mengintegrasikan pengetahuan, penalaran, ketekunan, dan pengambilan keputusan ketika menghadapi persoalan. Dalam perspektif psikologi pendidikan Islam, kemampuan tersebut tidak hanya berkaitan dengan kapasitas kognitif, tetapi juga dengan kondisi psikologis yang membentuk keyakinan terhadap kemampuan diri, kesungguhan dalam berikhtiar, orientasi belajar, dan ketahanan dalam menghadapi kesulitan. Penelitian ini bertujuan untuk menganalisis kepercayaan diri dan motivasi belajar sebagai prediktor kemampuan pemecahan masalah fisika serta menginterpretasikan hubungan tersebut dari perspektif psikologi pendidikan Islam. Penelitian ini menggunakan pendekatan empiris berbasis data kuantitatif dengan desain korelasional ex post facto untuk menganalisis hubungan antarvariabel berdasarkan kondisi yang telah terjadi tanpa memberikan perlakuan terhadap subjek penelitian. Responden terdiri atas 86 siswa kelas X MIA yang diambil dari tiga SMA swasta di Kota Bandung. Data kepercayaan diri dan motivasi belajar dikumpulkan menggunakan skala psikologis, sedangkan kemampuan pemecahan masalah diukur menggunakan tes. Data dianalisis melalui regresi linear berganda. Hasil penelitian menunjukkan bahwa kepercayaan diri dan motivasi belajar secara simultan berpengaruh signifikan terhadap kemampuan pemecahan masalah dengan R = 0,778, R² = 0,606, dan F = 63,760 (p < 0,001). Secara parsial, kepercayaan diri (β = 0,278; p = 0,019) dan motivasi belajar (β = 0,537; p < 0,001) merupakan prediktor signifikan. Dalam perspektif psikologi pendidikan Islam, temuan tersebut menunjukkan bahwa keyakinan terhadap kemampuan diri perlu ditempatkan dalam relasi ikhtiar dan tawakal, sedangkan motivasi belajar diperluas melalui niat, kesungguhan, tanggung jawab, dan orientasi kemanfaatan ilmu.
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