Capaian akademik mahasiswa ditinjau dari perbedaan gender

Agus Prianto, Arin Qusthonthiniyah, Anggundari Septiana, Veti Rizky Tosiana, Nicky Nurfitri Ariani, Dwita Nurul Maulidyah, Ahmad Fauzi

Abstract


Gender merupakan faktor demografi yang diindikasikan mampu mempengaruhi capaian akademik mahasiswa. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh gender terhadap capaian akademik mahasiswa Program Studi Pendidikan Biologi FKIP UMM. Terdapat tiga parameter yang digunakan untuk mewakili capaian akademik mahasiswa, yaitu nilai ujian akhir praktikum, ujian akhir semester, serta nilai akhir mata kuliah. Data yang dikumpulkan dianalisis menggunakan independent samples t test. Hasil analisis menunjukkan bahwa pencapaian akademik antara mahasiswa laki-laki dan perempuan berbeda signifikan, baik pada parameter nilai ujian akhir praktikum [p-value (0,300) > α (0,05)], nilai ujian akhir semester [p-value (0,053) > α (0,05)], maupun nilai akhir mata kuliah [p-value (0,261) > α (0,05)]. Hasil penelitian ini mengindikasikan bahwa perbedaan gender tidak memiliki pengaruh signifikan terhadap pencapaian akademik mahasiswa.

Full Text:

PDF

References


Adigun, J., & Onihunwa, J. (2015). Effect of gender on students’ academic performance in computer studies in secondary schools in New Bussa, Borgu Local Government of Niger State. Journal of Education and Practice, 6(33), 1–7.

Çimer, A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61–71. https://doi.org/10.5897/ERR11.205

Faisal, R., Shinwari, L., & Hussain, S. S. (2017). Academic performance of male in comparison with female undergraduate medical students in pharmacology examinations. Journal of the Pakistan Medical Association, 67(2), 204–208. Retrieved from http://jpma.org.pk/PdfDownload/8078.pdf

Fin, L. S., & Ishak, Z. (2012). A priori model of students’ academic achievement: The effect of gender as moderator. In Procedia - Social and Behavioral Sciences (Vol. 65, pp. 1092–1100). The Authors. https://doi.org/10.1016/j.sbspro.2013.02.122

Hsieh, T. L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417–433. https://doi.org/10.1007/s10734-014-9720-6

Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28(1), 1–35. https://doi.org/10.1007/s10212-011-0097-y

Ivins, T., Copenhaver, K., & Koclanes, A. (2017). Adult transitional theory and transfer shock in higher education: practices from the literature. Reference Services Review, 45(2), 244–257. https://doi.org/10.1108/RSR-08-2016-0048

Jemal, J. (2012). Assessing major adjustment problems of freshman students in Jimma University. Ethiop. J. Educ. & Sc., 7(2), 1–13. Retrieved from https://www.ajol.info/index.php/ejesc/article/download/73523/72267

Julia, M., & Veni, B. (2012). An analysis of the factors affecting students’ adjustment at a University in Zimbabwe. International Education Studies, 5(6), 244–250. https://doi.org/10.5539/ies.v5n6p244

King, R. B. (2016). Gender differences in motivation, engagement and achievement are related to students’ perceptions of peer—but not of parent or teacher—attitudes toward school. Learning and Individual Differences, 52, 60–71. https://doi.org/10.1016/j.lindif.2016.10.006

Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2011). New trends in gender and mathematics performance: A meta-analysis. Psychol Bull, 136(6), 1123–1135. https://doi.org/10.1037/a0021276.New

Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24), 230–235. Retrieved from http://ijbssnet.com/journals/Vol_3_No_24_Special_Issue_December_2012/24.pdf

Naderi, H., Hamid, T. A., Jamaluddin, S., Abdullah, R., Aizan, H. T., Sharir, J., & Kumar, V. (2009). Self esteem, gender and academic achievement of undergraduate students. American Journal of Scientific Research, 1450(3), 26–37. Retrieved from https://www.researchgate.net/publication/254896618%0Ahttp://www.eurojournals.com/ajsr.htm

Okafor, C. A., & Egbon, O. (2011). Academic performance of male versus female accounting undergraduate students: evidence from Nigeria. Higher Education Studies, 1(1), 9–19. https://doi.org/10.5539/hes.v1n1p9

Ozcan, T., Ozgur, S., Kat, A., & Elgun, S. (2014). Identifiying and comparing the degree of difficulties biology subjects by adjusting it is reasons in elemantary and secondary education. In Procedia - Social and Behavioral Sciences (Vol. 116, pp. 113–122). Elsevier B.V. https://doi.org/10.1016/j.sbspro.2014.01.177

Shankland, R., Genolini, C., França, L. R., Guelfi, J. D., & Ionescu, S. (2010). Student adjustment to higher education: The role of alternative educational pathways in coping with the demands of student life. Higher Education, 59(3), 353–366. https://doi.org/10.1007/s10734-009-9252-7

Vero, E., & Puka, E. (2017). The importance of motivation in an educational environment. Formazione & Insegnamento XV, 15(1), 57–66. Retrieved from http://ojs.pensamultimedia.it/index.php/siref/article/viewFile/2164/1973

Voyer, D., & Voyer Susan D., D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi.org/10.1037/a0036620


Refbacks

  • There are currently no refbacks.


Program Studi Pendidikan Biologi, FKIP, Universitas Muhammadiyah Malang, Terakreditasi A, Tersertifikasi Internasional AUN-QA