Faktor Kognitif Dan Non-Kognitif Pada Seleksi Mahasiswa Baru Sebagai Prediktor Terhadap Prestasi Akademik

Abstract

AbstrakProses penerimaan mahasiswa baru di Fakultas Kedokteran Universitas Swadaya Gunung Jati (FK Unswagati) lebih menekankan pada hasil tes seleksi akademik sebagai faktor kognitif, sedangkan faktor non-kognitif kurang diperhitungkan. Penelitian ini bertujuan menganalisis faktor kognitif dan non-kognitif pada seleksi mahasiswa baru sebagai prediktor prestasi akademik. Metode yang digunakan adalah potong lintang dengan sampel total berjumlah 97 orang terdiri dari mahasiswa angkatan 2009 dan 2010. Prestasi akademik diukur melalui IPK S.ked, rerata nilai blok, dan Objective Structured Clinical Examination (OSCE) komprehensif. Tes seleksi akademik memiliki hubungan yang bermakna (r=0,40) dan mempengaruhi IPK sebesar 16% dan nilai blok sebesar 11,9%, sedangkan tes seleksi akademik tidak berhubungan secara bermakna dengan nilai OSCE komprehensif. Karakteristik psikologi tidak memiliki hubungan yang bermakna dengan ketiga variabel prestasi akademik, tetapi motivasi dan strategi belajar menunjukkan pengaruh terhadap IPK sebesar 19,3% dan 30,6%. Maka, tes seleksi akademik memiliki predictive validity terhadap prestasi akademik, dan karakteristik psikologi dapat meningkatkan kekuatan prediksi terhadap prestasi akademik. Kata kunci: prestasi akademik, non-kognitif, kognitif, predictive validity AbstractThe admission process at FM SGJU is more emphasis on academic test results, whereas non-cognitive factors are still underestimated. The aim of this study is to analyze the cognitive and non-cognitive factors in the admission process of new student as predictor of academic achievement. The research method was cross sectional. The total sample consist of 97 students of batch 2009 and 2010. Academic achievement was measured through the GPA, average block grade, and comprehensive OSCE score. Academic test has significant correlation (r=0,40) and affects 16% of the GPA and 11,9% of average block grade, while the test was not significantly associated with comprehensive OSCE score. Psychological characteristics have no significant association with the academic achievement, in the other hand motivation and learning strategies show the effect on the GPA amounted to 19,3% and 30,6%. Academic test on the admission process has predictive validity for academic achievement and psychological characteristics can improve the predictive power of academic achievement.

The Relationships of Students Admission Process and Academic Achievement

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Analysis of The Development of Non-Cognitive Assessment Instrument to Support Online History Learning in Jambi City High School

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Cognitive and personality test as a predictor of religious education achievement among students of religious program of Islamic schools in Indonesia

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