Hubungan Konsep Diridengan Kemandirian Belajar Mahasiswa Psikologi Universitas Medan Area Angkatan 2015

Abstract

This study aims to see the relationship of self-concept with learning independence. Subjects in this study were active students of psychology faculty of psychology faculty of universitas medan area force 2015 which amounted to 433 students. The sampling technique using random sampling. Data collection is done by using two scales, namely self concept scale and learning independence scale. Data analysis using correlation technique (rxy) equal to 0,617 with p = 0,000 < 0,005, it means there is a positive relationship between self concept with student psychology student learning independence force 2015, which shows that the more positive self-concept of student then the more independent student in learning. Conversely, the more negative the self-concept of students, the mor independent students in learning. The self-concept in this research is the psychology student of medan area university is positive (empirical mean = 105,82> hypothetical mean = 82,5 where the difference exceeds SD number = 10,732), and learning independence is also positive, because (empirical mean = 134,98 > hypothetical mean = 110 where the difference exceeds SD number = 13,970). The determinant coefficient of the correlation of r2 = 0,381 means self-concept to contribute effiectively to the independence of learning by 38,1%. The hypothesis is in accordance with the results of field research