Kontribusi Konsentrasi Belajar Dan Critical Thinking Terhadap Self-Awareness Siswa Sma Negeri 10 Mataram
DOI:
https://doi.org/10.63577/wid.v3i01.137Keywords:
Learning Concentration, Critical Thinking, Self-Awareness, Learning ProcessAbstract
This quantitative study aims to: (1) describe the level of students' learning concentration, critical thinking skills, and self-awareness at SMA Negeri 10 Mataram; and (2) analyze the influence of learning concentration and critical thinking on self-awareness in the learning process. The research is grounded in three key theoretical frameworks: Goleman's emotional intelligence theory for measuring self-awareness, Sweller's cognitive load theory for learning concentration, and Facione's critical thinking framework for assessing critical thinking skills. Data were collected through questionnaires using stratified proportional random sampling and non-participant observation. Multiple linear regression analysis revealed that learning concentration and critical thinking simultaneously have a significant effect on self-awareness, with a determination coefficient (R²) of 0.671 (p = 0.00). This indicates that the two independent variables contribute 67% to self-awareness, while the remaining 33% is influenced by other factors beyond this study. These findings have important implications for developing learning strategies that enhance students' cognitive and emotional skills
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Copyright (c) 2025 I Gusti Ayu Yohanda Wutama, I Nyoman Wijana, Gusti Ayu Santi Patni R (Author)
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