Cognitive and Personality Test as a Predictor of Religious Education Achievement among Students of Religious Program of Islamic schools in Indonesia

Ahmad Hanif Asyhar, Abdul Muhid, Mohammad Kurjum, Muhammad Thohir, Ali Ridho, Ahmad Yusuf, Suryani Suryani

Abstract


Students' admission aims at selecting students who can adapt to the school environment and predict students' academic success. The best student admission system is needed to determine the success of religious education in schools that have a religion-based. This paper presents the results of correlation between predictive test study, cognitive and personality tests toward the students’ Islamic achievement in Islamic Subject. This research used a quantitative approach and a survey using three measuring instruments; a learning achievement test, cognitive test, and Big Five Personality test. The subjects of this study were 1396 students from 10 Islamic Senior High Schools conducting religious major program in Indonesia. The results of this study indicate that cognitive tests and personality types are significant predictors of religious education achievement. Specifically, verbal tests and reasoning have been significant predictors of religious education achievement as well. Furthermore, from five dimensions of Big Five Personality, the strongest type of personality, openness to experience and conscientiousness are vigorous predictors of the religious education achievement. Agreeableness, extraversion, and emotional stability, however, do not have a significant influence on religious education achievement. Further research can reach the entire national admission system of state Islamic senior high schools in Indonesia namely Islamic senior high schools Insan Cendekia, which is also a state boarding school in Indonesia.


Keywords


Cognitive Test; Big Five Personality; Verbal; Reasoning; Academic Achievement

Full Text:

PDF

References


Akomolafe, M. J. (2013). Personality characteristics as predictors of academic performance of secondary school students. Mediterranean Journal of Social Sciences, 4(2), 657.

Alsager, R., & Milton, J. (2016). Investigating the Relationship between Vocabulary Knowledge and Academic Success of Arabic Undergraduate Learners at Swansea University. Language in Focus, 2(2), 88–124.

Anazia, I. U. (2019). Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students’ Performance in Economics. IAFOR Journal of Education, 7(1), 7–18.

Angelkoska, S., Stankovska, G., & Dimitrovski, D. (2016). The Personal Characteristics Predictors of Academic Success. Bulgarian Comparative Education Society.

Arifah, M., Murwatiningsih, M., & Harlanu, M. (2019). Boarding School Management on Students’ Character Building in An-Nawawiyyah Islamic Junior High School Rembang. Educational Management, 8(2), 209–213.

Azani, M. Z. (2019). Literasi Digital keagamaan aktivis organisasi religious digital literacy of religious organization activism. Tsaqofah, 05(01), 1–27.

Bhat, M. A. (2016). The predictive power of reasoning ability on academic achievement. International Journal of Learning, Teaching and Educational Research, 15(1).

Burton, N. W., Welsh, C., Kostin, I., & van Essen, T. (2009). Toward a definition of verbal reasoning in higher education. ETS Research Report Series, 2009(2), 1-41

Chowdhury, M. S., & Amin, M. N. (2006). Personality And Students’academic Achievement: Interactive Effects Of Conscientiousness And Agreeableness On Students’performance In Principles Of Economics. Social Behavior and Personality: An International Journal, 34(4), 381–388.

Demasi, A. (2013). Psychometric testing in the selection process. Keeping Good Companies, 65(1), 50.

Dević, I. (2019). Student School Achievement: Testing a Model of Academic Competence. Društvena Istraživanja: Časopis Za Opća Društvena Pitanja, 28(3), 523–542.

Díaz-Morales, J. F., & Escribano, C. (2013). Predicting school achievement: The role of inductive reasoning, sleep length and morningness–eveningness. Personality and Individual Differences, 55(2), 106–111.

Ehrler, D. J. (2005). An investigation into the relation between the Five-Factor Model of personality and academic achievement in children. Georgia State University.

Finn, A. S., Kraft, M. A., West, M. R., Leonard, J. A., Bish, C. E., Martin, R. E., … Gabrieli, J. D. E. (2014). Cognitive skills, student achievement tests, and schools. Psychological Science, 25(3), 736–744.

Galleher, C., Rundquist, P. J., Barker, D. B., & Chang, W.-P. (2012). Determining cognitive and non-cognitive predictors of success on the National Physical Therapy Examination. Internet Journal of Allied Health Sciences and Practice, 10(4), 7.

Gatzka, T., & Hell, B. (2018). Openness and postsecondary academic performance: A meta-analysis of facet-, aspect-, and dimension-level correlations. Journal of Educational Psychology, 110(3), 355.

Geramian, S. M., Mashayekhi, S., & Ninggal, M. T. B. H. (2012). The relationship between personality traits of international students and academic achievement. Procedia-Social and Behavioral Sciences, 46, 4374–4379.

Ghazi, S. R., Shahzada, G., & Ullah, S. (2013). Relationship between students’ personality traits and their academic achievement in Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3(2), 437.

Giofre, D., Donolato, E., & Mammarella, I. C. (2018). Verbal and visuospatial WM & academic achievement. Trends in Neuroscience and Education.

Gómez-Veiga, I., Vila Chaves, J. O., Duque, G., & García Madruga, J. A. (2018). A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School. Frontiers in Psychology, 9, 400.

Gray, G., McGuinness, C., & Owende, P. (2014). Non-cognitive factors of learning as predictors of academic performance in tertiary education.

Hakimi, S., Hejazi, E., & Lavasani, M. G. (2011). The relationships between personality traits and students’ academic achievement. Procedia-Social and Behavioral Sciences, 29, 836–845.

Halim, F. wati, & Chieng, L. S. (2016). Hubungan Antara Determinasi Kendiri, Personaliti Big Five Dengan Motivasi Pencapaian Dan Pencapaian Akademik (The Relationship Of Self Determination And Big Five Personality To Achievement Motivation And Academic Achievement). Jurnal Psikologi Malaysia, 30(2).

Hastuti, T., & Jumidah, J. (2017). Pengaruh Boarding School Terhadap Disiplin, Motivasi, Dan Minat Belajar Siswa Pada Mata Pelajaran Kewirausahaan Kelas X Smkn Pertanian Terpadu Provinsi Riau. Jurnal Perspektif Pendidikan Dan Keguruan, 7(14), 60–67.

Hewgley, L. (2013). Cognitive, personality, and biodata predictors of police academy attrition. Middle Tennessee State University.

Janošević, M., & Petrović, B. (2019). Effects of personality traits and social status on academic achievement: Gender differences. Psychology in the Schools, 56(4), 497–509.

Khafidin, Z. (2014). Analisis Validitas dan Reliabilitas tes Mata Pelajaran Pendidikan Agama Islam tingkat SMA. Edukasia: Jurnal Penelitian Pendidikan Islam, 9(2).

Khine, M. S. (2016). Non-cognitive skills and factors in educational success and academic achievement. In Non-cognitive Skills and Factors in Educational Attainment (pp. 1–9). Brill Sense.

Krisna, I. I. (2019). Prediksi Tes Bakat Skolastik Terhadap Prestasi Belajar Siswa Sekolah Menengah Atas. Indonesian Journal of Educational Assesment, 1(1), 35.

Lee, S.-J., Choi, W., Kim, S. Y., & Choi, J.-W. (2009). Correlation of academic achievements with cognitive admission variables and demographics at Chungbuk National University Graduate Medical School. Korean Journal of Medical Education, 21(1), 59–66.

Lievens, F., & Coetsier, P. (2002). Situational tests in student selection: An examination of predictive validity, adverse impact, and construct validity. International Journal of Selection and Assessment, 10(4), 245–257.

Lipnevich, A. A., & Roberts, R. D. (2012). Noncognitive skills in education: Emerging research and applications in a variety of international contexts. Learning and Individual Differences, 22(2), 173–177.

MacKenzie, R. K., Dowell, J., Ayansina, D., & Cleland, J. A. (2017). Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study. Advances in Health Sciences Education, 22(2), 365–385.

Mammadov, S., Cross, T. L., & Ward, T. J. (2018). The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation. High Ability Studies, 29(2), 111–133.

McGeown, S. P., Putwain, D., Simpson, E. G., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents’ academic motivation: Personality, self-efficacy and adolescents’ characteristics. Learning and Individual Differences, 32, 278–286.

Moskovsky, C., Alshahrani, A., Ratcheva, S., & Paolini, S. (2015). Aptitude as a predictor of second language achievement: an investigation in the Saudi Arabian context. Arab World English Journal (AWEJ), 6(1).

Muhid, A. (2012). Analisis Statistik. Sidoarjo: Zifatama.

Muñoz, N. N., Barraza, R. L., Pérez, C. V, & Ortiz, L. M. (2015). Rethinking the selection of medical students, considering non-cognitive skills. Revista Medica De Chile, 143(10), 1337–1342.

Muslim, A. (2017). Pembinaan Kesiswaan Berbasis Sastra Religi Di Madrasah Aliyah Negeri 1 Palu. PUSAKA, 5(1), 1–22.

Nighute, S., & Sadawarte, S. K. (2014). Relationship between big five personality traits and academic performance in medical students. J of Evol Med Dent Sci, 3(17).

Nnorom, N. R. (2013). The Effect of Reasoning Skills on Students Achievement in Biology in Anambra State. International Journal of Scientific & Engineering Research, 4(12), 2102–2104.

Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116.

Novikova, I. A., & Vorobyeva, A. A. (2017). Big Five Factors and academic achievement in Russian students. Psychology in Russia, 10(4), 95.

Nur, M. (2019). Literasi Digital Keagamaan Aktivis Organisasi Keagamaan Di Madrasah Aliyah Negeri (Man) Di Kota Bandung. Jurnal SMART (Studi Masyarakat, Religi, Dan Tradisi), 5(1), 1–14.

Pasnak, R., Kidd, J. K., Gadzichowski, K. M., Gallington, D. A., Schmerold, K. L., & West, H. (2015). Abstracting sequences: Reasoning that is a key to academic achievement. Journal of Genetic Psychology, 176(3), 171–193. https://doi.org/10.1080/00221325.2015.1024198

Paunonen, S. V, & Ashton, M. C. (2001). Big Five predictors of academic achievement. Journal of Research in Personality, 35(1), 78–90.

Permatasari, T. O. (2016). Faktor kognitif dan non-kognitif pada seleksi mahasiswa baru sebagai prediktor terhadap prestasi akademik. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(1), 80–89.

Rajapakshe, W. (2017). A Study on the Big Five Personality Dimensions’ Effect on University Students’ Academic Performance. IOSR Journal of Business and Management (IOSR-JBM)., 19(12), 69–75.

Ranasinghe, P., Ellawela, A., & Gunatilake, S. B. (2012). Non-cognitive characteristics predicting academic success among medical students in Sri Lanka. BMC Medical Education, 12(1), 66.

Rani, K. V. (2017). Reasoning Ability and Academic Achievement among Secondary School Students in Trivandrum. Journal on School Educational Technology, 13(2), 20–30.

Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92.

Rohmah, M. R., & Arifin, Z. (2017). Eksistensi dan Pengembangan Kurikulum Madrasah Aliyah Program Keagamaan (MAPK) MAN 1 Surakarta. Jurnal Pendidikan Madrasah, 2(2), 369–384.

Rosanti, F. D., Budiwibowo, S., & Astuti, E. (2018). Analisis Mana Jemen Risiko Dalam Pengembangan Mutu Pendidikan Di Man 4 Madiun. In FIPA: Forum Ilmiah Pendidikan Akuntansi (Vol. 6).

Rukmana, D. (2014). Quota Sampling BT - Encyclopedia of Quality of Life and Well-Being Research (A. C. Michalos (ed.); pp. 5382–5384). Springer Netherlands. https://doi.org/10.1007/978-94-007-0753-5_2393

Salman, I. (2016). EVALUASI PROGRAM EKSTRAKURIKULER SENI KEAGAMAAN DI MAN 8 JAKARTA. Penamas, 29(2), 279–296.

Smrtnik‐Vitulić, H., & Zupančič, M. (2011). Personality traits as a predictor of academic achievement in adolescents. Educational Studies, 37(2), 127–140.

Song, J., Gaspard, H., Nagengast, B., & Trautwein, U. (2020). The Conscientiousness× Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors. Journal of Educational Psychology, 112(2), 271.

Sorić, I., Penezić, Z., & Burić, I. (2017). The Big Five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126–134.

Stewart, S. M., Bond, M. H., Deeds, O., Westrick, J., & Wong, C. M. (1999). Predictors of high school achievement in a Hong Kong international school. International Journal of Psychology, 34(3), 163–174.

Sulphey, M. M., Al-Kahtani, N. S., & Syed, A. M. (2018). Relationship between admission grades and academic achievement.

Surur, A. M. (2018). Upaya Menanamkan Nilai Religius Siswa Di Man Kediri 1 Kota Kediri Dengan Ekstrakurikuler Keagaman Tahfidz Al-Qur’an. Jurnal Pendidikan Agama Islam, 15(1), 42–51.

Susiyani, A. S. (2017). Manajemen Boarding School dan Relevansinya dengan Tujuan Pendidikan Islam di Muhammadiyah Boarding School (MBS) Yogyakarta. Jurnal Pendidikan Madrasah, 2(2), 327–347.

Suwendi, S. (2017). Restrukturisasi MAK: Studi Kebijakan Penyelenggaraan Program Tafaqquh fid-Din Era UU Sisdiknas No 20 Tahun 2003. Edukasi, 4(4), 294534.

Thomas, C. L., & Cassady, J. C. (2019). The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety. Psychology in the Schools, 56(10), 1568–1582.

Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97(6), 1115.

Treiber, J. (2010). Conscientiousness, Openness, and Gender as Academic Predictive Variables InHigh School Seniors. Walden University.

Urlings-Strop, L. C., Stegers-Jager, K. M., Stijnen, T., & Themmen, A. P. N. (2013). Academic and non-academic selection criteria in predicting medical school performance. Medical Teacher, 35(6), 497–502.

Van der Merwe, D., & De Beer, M. (2006). Challenges of student selection: Predicting academic performance. South African Journal of Higher Education, 20(4), 547–562.

Varadwaj, K. (2017). Mediation of academic self-concept between big five personality and academic performance. IOSR Journal of Humanities and Social Science (IOSR-JHSS, 22(8), 29–34. https://doi.org/. https://doi.org/10.9790/0837-2212082934

Vedel, A., & Poropat, A. E. (2017). Personality and academic performance. Encyclopedia of Personality and Individual Differences, 1–9.

VITULIĆ, H. S., & Prosen, S. (2012). Personality And Cognitive Abilities As Predictors Of University Students’Academic Achievement. Društvena Istraživanja, 21(3), 715–732.

Vrdoljak, G., Kurtović, A., & Lovaković, I. (2018). Personality traits, goal orientations, and school achievement. In the 13th Alps Adria Psychology Conference.

Warsah, I., & Nuzuar, N. (2018). Analisis Inovasi Administrasi Guru dalam Meningkatkan Mutu Pembelajaran (Studi Man Rejang Lebong). Edukasi, 16(3), 294572.

Williamson III, K. C., & Anderson, A. J. (2019). Reasoning ability as a predictor of success in a construction surveying course. International Journal of Construction Education and Research, 15(1), 42–61.

Woo, S. E., Saef, R., Parrigon, S., & Lafayette, W. (2015). Openness to Experience. International Encyclopedia of Social & Behavioral Sciences (Second Edition, Vol. 17). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.25072-1

Zulfa, N. C., & Pardjono, P. (2013). Manajemen Kurikulum Madrasah Aliyah Program Keagamaan MAN 1 Surakarta. Jurnal Akuntabilitas Manajemen Pendidikan, 1(2), 219–234.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 ISSN: 1305-3515