Analisis Hubungan Motivational Beliefs dan Gender dengan Hasil Belajar Siswa: Tinjauan Literatur

Susi Syahputri; Tuti Hardianti; Muhammad Aswin Rangkuti

doi:10.37630/jpm.v16i2.4301

Authors

Susi Syahputri Universitas Negeri Medan
Tuti Hardianti Universitas Negeri Medan
Muhammad Aswin Rangkuti Universitas Negeri Medan

DOI:

https://doi.org/10.37630/jpm.v16i2.4301

Keywords:

Motivational Beliefs, Self-Efficacy, Physics Identity, Gender, Hasil Belajar Siswa

Abstract

Pembelajaran fisika tidak hanya dipengaruhi oleh perangkat pembelajaran, tetapi juga sangat ditentukan oleh faktor motivational beliefs siswa. Tinjauan literatur ini bertujuan untuk mengkaji peran konstruk motivational beliefs yang mencakup self-efficacy, interest, physics identity, perceived recognition, sense of belonging, dan peer interaction dalam konteks pembelajaran fisika, serta meninjau bagaimana perbedaan gender memengaruhi motivational beliefs dan hasil belajar siswa. Metode yang digunakan adalah tinjauan literatur sistematis terhadap berbagai referensi dari jurnal internasional dan nasional terindeks Sinta dan Scopus yang diterbitkan dalam sepuluh tahun terakhir. Kajian literatur menunjukkan bahwa terdapat kesenjangan gender yang signifikan dalam motivational beliefs di fisika, di mana perempuan secara konsisten menunjukkan tingkat self-efficacy, interest, dan physics identity yang lebih rendah dibandingkan laki-laki. Selain itu, motivational beliefs terbukti menjadi faktor penting yang memengaruhi hasil belajar siswa dalam pembelajaran fisika. Temuan ini menyoroti pentingnya penciptaan lingkungan belajar yang inklusif guna meningkatkan motivational beliefs seluruh siswa, khususnya perempuan, dalam pembelajaran fisika.

Downloads

Download data is not yet available.

References

Apriyanti, N., Nur, R. I., Rahim Suzieleez Syrene Abdul, & Shaharom, M. S. N. (2017). The Effectiveness of Using Multimedia in Teaching Physics to Gauge Student Learning Outcomes In The Senior High School in Indonesia. International Research Journal of Education and Sciences (IRJES), 1(2), 11-14.

Bandura, A. (1997). Guide for constructing Self-efficacy scales. Self-efficacy Beliefs of Adolescents, 307-337.

Bottomley, E., Kohnle, A., Mavor, K. I., Miles, P. J., & Wild, V. (2023). The relationship between gender and academic performance in undergraduate physics students: the role of physics identity, perceived recognition, and self-efficacy. Physical Review Physics Education Research.

Brundage, M. J., Malespina, A., & Singh, C. (2023). Peer interaction facilitates co-construction of knowledge in quantum mechanics. Physical Review Physics Education Research, 19(2), 20133. https://doi.org/10.1103/PhysRevPhysEducRes.19.020133

Chaffee, R., Bjorklund, P., Braverman, C., Gupta, P., Hammerness, K., Daly, A. J., & Wu, L. (2025). Finding peers like me: Student strategies for increasing belonging and flourishing in STEM. Journal of Applied Developmental Psychology, 97, 101758. https://doi.org/10.1016/j.appdev.2025.101758

Cwik, S., & Singh, C. (2022). Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track. Physical Review Physics Education Research, 18(2), 20111. https://doi.org/10.1103/PhysRevPhysEducRes.18.020111

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-141.

Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003. https://doi.org/10.1002/tea.20363

Hazari, Z., Potvin, G., Lock, R. M., Lung, F., Sonnert, G., & Sadler, P. M. (2013). Factors that affect the physical science career interest of female students: Testing five common hypotheses. Physical Review Special Topics - Physics Education Research, 9(2), 1-8. https://doi.org/10.1103/PhysRevSTPER.9.020115

Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2019). Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way. Physical Review Physics Education Research, 15(2), 20148. https://doi.org/10.1103/PhysRevPhysEducRes.15.020148

Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2020). Damage caused by women’s lower Self-efficacy on physics learning. Physical Review Physics Education Research, 16(1), 10118. https://doi.org/10.1103/PHYSREVPHYSEDUCRES.16.010118

Li, Y. (2023). Sense of belonging is an important predictor of introductory physics students’ academic performance. Physical Review Physics Education Research, 19(2), 20137. https://doi.org/10.1103/PhysRevPhysEducRes.19.020137

Li, Y., & Singh, C. (2021). Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses. Physical Review Physics Education Research, 17(1), 10143. https://doi.org/10.1103/PhysRevPhysEducRes.17.010143

Li, Y., & Singh, C. (2022). Inclusive learning environments can improve student learning and motivational beliefs. Physical Review Physics Education Research, 18(2), 20147. https://doi.org/10.1103/PhysRevPhysEducRes.18.020147

Brage-del-Rio, M., Martin-Núñez, J. L., & Pablo-Lerchundi, I. (2025). Educational strategies to reduce the gender gap in the Self-efficacy of high school students in STEM teaching. Frontiers in Education, 10, 1553001. https://doi.org/10.3389/feduc.2025.1553001

Li, Y., & Singh, C. (2023). Impact of perceived recognition by physics instructors on women’s Self-efficacy and interest. Physical Review Physics Education Research, 19, 010118. https://doi.org/10.1103/PhysRevPhysEducRes.19.010118

Stoeckel, M. R., & Roehrig, G. H. (2021). Gender differences in classroom experiences impacting Self-efficacy in an AP Physics 1 classroom. Physical Review Physics Education Research, 17, 020102. https://doi.org/10.1103/PhysRevPhysEducRes.17.020102

Doucette, D., & Singh, C. (2024). Gender equity in physics labs. Physical Review Physics Education Research, 20, 010102. https://doi.org/10.1103/PhysRevPhysEducRes.20.010102

Nissen, J. M., & Shemwell, J. T. (2016). Gender, experience, and Self-efficacy in introductory physics. Physical Review Physics Education Research, 12(2), 020105. https://doi.org/10.1103/PhysRevPhysEducRes.12.020105

Nissen, J. M. (2019). Attitudes toward science and Self-efficacy in high school physics. Physical Review Physics Education Research, 15(1), 010107. https://doi.org/10.1103/PhysRevPhysEducRes.15.010107

Yang, J., Zabriskie, C., & Stewart, J. (2023). Motivational characteristics of women in physics teaching and non-teaching careers. Physical Review Physics Education Research, 19(2), 020131. https://doi.org/10.1103/PhysRevPhysEducRes.19.020131

Malespina, A., Zabriskie, C., & Singh, C. (2023). Internalized mindsets and motivational beliefs predict final grades and reveal hidden gender inequality in physics courses. Physical Review Physics Education Research, 19(2), 020134. https://doi.org/10.1103/PhysRevPhysEducRes.19.020134

Majors, M., & Students, S. (2023). Longitudinal development of sense of belonging, self-efficacy, interest, and physics identity. Physical Review Physics Education Research, 19(2), 020138. https://doi.org/10.1103/PhysRevPhysEducRes.19.020138

Lilian, A. (2022). Motivational beliefs and digital literacy among university students. Journal of Educational Technology and Society, 25(3), 45-58.

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4

Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interested in physics? Physics Education, 38(4), 324-329. https://doi.org/10.1088/0031-9120/38/4/306

Lewis, K. L., Stout, J. G., Finkelstein, N. D., Pollock, S. J., Miyake, A., Cohen, G. L., & Ito, T. A. (2017). Fitting in to move forward: Belonging, gender, and persistence in the physical sciences, technology, engineering, and mathematics (pSTEM). Psychology of Women Quarterly, 41(4), 420-436. https://doi.org/10.1177/0361684317720186

Sundstrom, M. M., & Holmes, N. G. (2024). Do lab environments reduce gender differences in perceived recognition in physics? Physical Review Physics Education Research, 20(1), 010108. https://doi.org/10.1103/PhysRevPhysEducRes.20.010108

Gerbino, M. (2020). Self-efficacy beliefs and academic achievement. In The Wiley Encyclopedia of Personality and Individual Differences (pp. 323-328). Wiley. https://doi.org/10.1002/9781118970843.ch162

Wang, M. T., & Liou, Y. H. (2017). Task values, positive and negative experiences, and STEM interest development. Journal of Educational Psychology, 109(7), 950-963. https://doi.org/10.1037/edu0000174

Barton, A. C. (2014). Crafting equity: Youth identity, community, and place-based science education. In Equity and Excellence in Science Education (pp. 45-67). Teachers College Press.

Ridha, M., Yuliansyah, A., & Wicaksono, B. (2022). Project-Based Learning for improving creativity and conceptual understanding in physics. Jurnal Pendidikan IPA Indonesia, 11(2), 198-207.

Salwan, & Rahmatan, H. (2018). Pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis inkuiri terbimbing pada materi fisika SMA. Jurnal Pendidikan Sains Indonesia, 6(2), 32-40.

Wandari, A., Wijaya, A. F. C., & Agustin, R. R. (2018). The effect of STEAM-based learning on students’ concept mastery and creativity in learning light and optics. Journal of Science Learning, 1(2), 73-80.