Scientific Attitudes in Islamic Education Learning: Relationship and the Role of Self-Efficacy and Social Support

Eva Latipah, Hanif Cahyo Adi Kistoro, Imaniyah Khairunnisa

Abstract


Scientific attitude in Islamic education learning is a demand in the newest curriculum. Psychological factors that determine it is self-efficacy and social support. This study aims to examine correlation between self-efficacy and social support with students' scientific attitudes in Islamic education learning, partially and simultaneously. Subjects were 152 Madrasa Ibtidaiyah students. Instruments used are scientific attitude, self-efficacy, and social support scales. Data analysis techniques used regression analysis. Results showed that there’s a significant positive correlation between self-efficacy and students’ scientific attitude in Islamic education learning with r=0.367 and p=0.000 (p<0.05). There’s a significant positive correlation between social support and scientific attitude in Islamic education learning with r=0.381 and p=0.000 (p<0.05). There’s a positive and significant correlation between self-efficacy and social support simultaneously with scientific attitude in Islamic education learning with F=18.222 and p=0.000 (p<0.05).

Keywords


self-efficacy, social support, scientific attitude, Islamic education learning

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DOI: http://dx.doi.org/10.21043/edukasia.v15i1.7364

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