The Relationship Between Self-Efficacy and Social Studies Learning Outcomes: A Correlational Study of Fourth-Grade Students in Setiabudi District

Abstract

This study aims to examine the relationship between self-efficacy and Social Studies learning outcomes of fourth-grade elementary school students in Setiabudi District, South Jakarta. A quantitative correlational method was employed, involving 116 students selected through cluster random sampling from three public elementary schools. Data were collected using a self-efficacy questionnaire (Likert scale) with indicators of magnitude, strength, and generality (Bandura), and a multiple-choice Social Studies achievement test based on the revised Bloom's Taxonomy. Instrument validity was assessed using Pearson Product Moment and Point Biserial correlations; reliability was measured using Cronbach's Alpha (α = 0.84) for the questionnaire and KR-20 (KR-20 = 0.79) for the test. Pearson correlation analysis yielded r = 0.627 (p < 0.05), indicating a significant positive relationship between self-efficacy and Social Studies learning outcomes. The coefficient of determination (KD = 39.3%) suggests that self-efficacy accounts for approximately 39% of the variance in Social Studies learning outcomes. These findings highlight the importance of fostering self-efficacy in elementary school students to support academic achievement in Social Studies.