The Effect of Self-Confidence Reinforcement on Changes in Students’ Cognitive Ability in Collaborative Learning

Abstract

Self-confidence as an important psychological component in the academic learning process is always interesting to review in various situations and learning models for physical education students, both in schools and colleges environment. Reinforcement that strengthens the quality of students’ self-confidence is something that might have a significant impact on improving students’ cognitive and even overall learning outcomes. This study aims to investigate the effect of reinforcement performed by the teacher on students’ self-confidence, as well as to reveal the effect of self-confidence itself on student learning outcomes cognitively. The self-confidence instrument used in this study was a self-confidence questionnaire, totaling 38 questions, which were addressed to 38 research sample students of physical education at universities. The confidence level of the samples themselves became the reference for categorizing the research samples into samples based on gender with high and low levels of confidence. The method used in this study is a quasi-experimental test with 3 stages of testing to determine the cognitive abilities of students before and after the learning process, as many as 12 face-to-face meetings. The learning process is carried out using a collaborative learning model with the peer-teaching method carried out by 12 groups in turns. The data were then analyzed using statistical software with the conclusion of a significant effect between the confidence level of the samples on their cognitive abilities, and the reinforcement to enhance the student’s self-confidence carried out by the teacher in the middle of the learning process affected significantly in increasing the cognitive abilities of the samples in following the learning process.

Impact of Cognitive Skills and other Demographics of Teachers on their Performance in Public and Private Schools of Karachi

“…They observed that professional qualifications primarily influenced certain socioemotional skills crucial for effective teaching, suggesting that teacher performance is a complex construct influenced by a variety of factors beyond academic qualifications. Moreover, the recent research by Yudho et al (2022), emphasizing the roles of emotional intelligence and self-confidence in teacher performance, adds another layer to our understanding (10). This aligns with the findings from Karachi, where other factors beyond gender and educational qualifications might be more influential in determining teacher performance.…”

“…These tools have been previously used in research by Tuyen Son Nguyen and Huan Buu Nguyen at Can Tho University, Vietnam, as well as by Prof. Dr. Mona H. Soliman and Dr. Mamdouh Farag. To assess teacher performance, the Evaluation of Teaching Performance Questionnaire (CEID) from the Centro de Estudios e Investigaciones Docentes, and the Staff Performance Questionnaire revised by the University of Fraser Valley in August 2011 were utilized (4,10,15,16). The data analysis was performed using SPSS version 25.…”

“…Research exploring the connection between gender and critical thinking has yielded mixed results. Some studies found gender to be a significant differentiator in creative capacity and critical thinking skills, while others reported no significant gender impact (10). It appears that gender differences in critical thinking ability are more pronounced at higher levels of critical thinking but not at moderate or low levels.…”

Assessing Self-Reliance among Generation Z in Junior High School: An Analysis Using Rasch Model

“…School plays an important role to improve student's self reliance. It is important to analyse student's self-reliance because it can be a solution to increase cognitive ability (Yudho et al, 2022), prevent bullying in school (Nasti et al, 2023), develop habit of mind (Rikizaputra et al, 2021), and understand sustainibility program (Susanti et al, 2023).…”

The Effect of Motivation on Increasing Students’ Cognitive Ability Through Guided Discovery Learning

“…This has implications for teacher recruitment policies, teacher training programs concerning student profiles, and identifying and applying appropriate methodologies for their performance in the classroom (Rao, 2016). The motivation of prospective physical education teachers is as important as the self-confidence they have when attending college lessons or at their preparatory stage in teaching their students in the classroom (Yudho et al, 2022). This is one of the variables that must be prioritized in every teaching mission for prospective teacher education at the tertiary level.…”