The Relationship Between School Origin, Gender, Region and UMPTKIN Scores in IAIN Kendari and UINSA Surabaya
Abstract
This research aimed to measure the relationship of school origin, gender and region with the UMPTKIN scores in IAIN Kendari and UINSA Surabaya. This was quantitative research. Cluster sampling was used to recruit 100 test-takers in IAIN Kendari and 86 in UINSA Surabaya. Data analysis involved Kendall’s Tau b correlation test. The results showed a significant relationship between gender and score in IAIN Kendari (p = 0.006) and between school origin and score in UINSA (p = 0.014). The level of correlation between school origin, gender and region with UMPTKIN score was low at both universities. The findings confirmed existing theories on the relationship of school, gender and region with learning scores.
Keywords: types of school origin, gender, region, enrollment examination for state Islamic religious colleges
References
[1] P. Andriani, “Pengaruh Asal Sekolah dan Jurusan Terhadap Hasil Belajar Pengantar Dasar Matematika Mahasiswa Fakultas Tarbiyah IAIN Mataram,” J. eta, vol. 3, no. 2, pp. 118–133, 2010.
[2] M. N. Huda, “Hubungan Antara Sekolah Asal dengan Prestasi belajar Siswa dalam Kelompok Bidang Studi Pendidikan Agama Islam di Madrasah Tsanawiyah Negeri Kencong,” vol. 4, no. 2, pp. 1–15, 2009.
[3] T. Ernita and R. A. Fatimah, “Hubungan Cara Belajar Dengan Prestasi Belajar Siswa Dalam Mata Pelajaran Pkn Pada Siswa Kelas X Sma Negeri 1 Banjarmasin,” J. Pendidik. Kewarganegaraan, vol. 6, no. 1, pp. 971–979, 2016.
[4] T. Iswanti, “Belajar Mahasiswa Jurusan Kebidanan Rangkasbitung Angkatan Tahun 2017,” vol. 6, pp. 49–54, 2019.
[5] A. K. Riezky, “Hubungan Hasil Seleksi Penerimaan Mahasiswa Baru dengan Indeks Prestasi Kumulatif pada Mahasiswa Program Studi Pendidikan Dokter Fakultas Kedokteran Universitas Abulyatama,” Seambi Akad., vol. IV, no. 2, pp. 91–95, 2016.
[6] F. Munawaroh, “Pengaruh Jalur Masuk Terhadap Prestasi Mahasiswa Program,” no. May, 2018.
[7] L. Adhitama, “Perbedaan Jenis Kelamin Terhadap Nilai Keaktifan dan Hubungan Nilai Keaktifan Mahasiswa dengan Nilai Akhir Praktikum Fisiologi Hewan Mahasiswa Biologi UMS Tahun Akademik 2009/2010,” vol. 11, no. 2, pp. 10–14, 2011, doi: 10.16194/j.cnki.31-1059/g4.2011.07.016.
[8] A. Rahafar, M. Maghsudloo, S. Farhangnia, C. Vollmer, and C. Randler, “The role of chronotype, gender, test anxiety, and conscientiousness in academic achievementof high school students,” Chronobiol. Int., vol. 33, no. 1, pp. 1–9, 2016, doi: 10.3109/07420528.2015.1107084.
[9] S. Bećirović, “The relationship between gender, motivation and achievement in learning english as a foreign language,” Eur. J. Contemp. Educ., vol. 6, no. 2, pp. 210–220, 2017, doi: 10.13187/ejced.2017.2.210.
[10] M. Khesht-Masjedi et al., “The relationship between gender, age, anxiety, depression, and academic achievement among teenagers,” J. Fam. Med. Prim. Care, vol. 8, no. 3, p. 799, 2019, doi: 10.4103/jfmpc.jfmpc_103_18.
[11] D. & Suherman, “Hubungan Umur, Jenis Kelamin Mahasiswa Dan Pendapatan Orang Tua Dengan Tingkat Kecemasan Pada Mahasiswa Pendidikan Sarjana Program Studi Pendidikan Dokter Fkik Universitas Tadulako,” J. Ilm. Kedokt., vol. 3, no. 1, pp. 52–62, 2016.
[12] D. E. Saputri, “Hubungan Jenis Kelamin, Magang, Latar Belakang Sosial Ekonomi dan Love of Money dengan Persepsi Etis Mahasiswa Akuntansi,” IAIN Surak., vol. 11, no. 11, pp. 45–55, 2018, doi: 10.1063/1.4914609.
[13] Y. F. Mastuti, “Pengaruh Nilai Ujian Akhir Nasional SLTA dan Nilai Tes Masuk Perguruan Tinggi terhadap Prestasi Akademik Mahasiswa,” Skripsi, 2007.
[14] R. Indriyani, “Pengaruh Sekolah dan Tempat Tinggal terhadap Prestasi Belajar Mahasiswa Prodi D III Kebidanan Universitas Wiraraja Sumenep,” Pascasarj. Univ. Sebel. Maret Surak., vol. 39, no. 1, pp. 1–15, 2014, doi: 10.4324/9781315853178.
[15] A. B. Titus, A. B. Dada, and E. O. Adu, “School Location and Gender as Correlates of Students’ Academic Achievement in Economics,” Int. J. Educ. Sci., vol. 13, no. 3, pp. 255–261, 2016, doi: 10.1080/09751122.2016.11890459.
[16] M. Rezazadeh and M. Tavakoli, “Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students,” Engl. Lang. Teach., vol. 2, no. 4, pp. 68–74, 2009, doi: 10.5539/elt.v2n4p68.
[17] M. Weis, T. Heikamp, and G. Trommsdorff, “Gender differences in school achievement: The role of self-regulation,” Front. Psychol., vol. 4, no. JUL, pp. 1–10, 2013, doi: 10.3389/fpsyg.2013.00442.
[18] A. Achtziger and U. C. Bayer, “Self-control Mediates the link between gender and academic achievement in sex stereotyped school subjects in elementary and in higher secondary schools,” vol. 21, no. 1, pp. 1–9, 2018, doi: 10.1155/2010/706872.
[19] M. van Hek, G. Kraaykamp, and M. H. J. Wolbers, “Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries,” Educ. Res. Eval., vol. 22, no. 5–6, pp. 260–282, 2016, doi: 10.1080/13803611.2016.1256222.
[20] K. Thiyagu, “Gender, School, Society and Inclusive School,” Microbiology, no. iii, pp. 1–20, 2008.