factors that influence it. According to Ahmadi in Septiarini, 2011 factors
that affect the process and the learning outcomes of students in
school, can be broadly divided into two parts, namely internal factors
factors physical health, physiological, intelligence,
motivation, interests and personality and external factors family
circumstances, teachers and teaching, teaching tools, social motivation,
The results are consistent with the theory Ahmadi in Septiarini,
2011 which states that personality is one of the factors that influence
learning achievement. Learning achievement with excellent category
are mostly owned by students with personality types extrovert, according
to personality traits ekstovert active, friendly, confident, happy to discuss
and bold expression so as to encourage them to provide
environment opportunities and
achievement of optimal Sunaryo, curriculum.
Researchers give opinion from the theory and the facts above, the
learning achievement is not only influenced by Intelligence Questions
course, there are many factors that affect the learning achievement one
of which is the motivation and interest, with the motivation and
strong interest then someone will be active in learning so that it will get
the value learn a great achievement.
3. Relations with the Personality Type
of Student Learning Achievement Program S1 Nursing II STIKes
Hutama Abdi Husada The results in Table 3 obtained a
student who has an introverted personality type with a very good
2004. Researchers agree with theory
above as characteristic personality types ekstovert be one of the factors
that can improve learning achievement because it has
characteristics of social skills, express their opinions and provide
counseling solutions to public health problems. It is also supported
by a previous study conducted by Lusiana 2009 on the Relationship
of Personality Types with Academic Achievement at the Faculty of
Medicine, University of Riau Force 2006 , personality types studied are
personality type A, type B personality, and personality type AB.
With results of the research, there is a relationship between personality type
achievement is as much as 7 with
academic achievement in
12.96 and students who have personality types extrovert with a
very good achievement is as much as 17 people 31.47, it can be
concluded that nearly half of the respondents who have a very good
learning achievement is the students of the Faculty of Medicine
class of 2006 University of Riau. In common with this study is equally
aims to determine the relationship of the type of personality and academic
achievement. Differences of this study with previous studies is if the
respondents who have extroverted previous study
examined are personality types as much as 17
respondents 31.47. personality types A, B and AB, but
this study examined are introverted Statistics Chi Square test
and extroverted personality type. results in Table 4 was obtained p
Based on this research and the value = 0.032, while α = 0.05 for p
results of previous studies,
the α then H0 rejected and H1 accepted.
That is no relationship between researchers concluded there is a
correlation between the type of personality type and Achievement of
personality and academic
Student Learning Nursing Program S1.
375 achievement, thus the personality
type is affecting the students to get a good learning performance,
therefore, the institution is expected to choose the method of learning that
suits the type the personality of each c. For further Researcher
Further research is needed to look for a more complete
student in order to obtain optimal supporting data
about performance.
personality types and learning achievement, so as to develop
CONCLUSIONS AND SUGGESTIONS
A. Conclusions From the result of the
research, it shows almost half of 54 further research
better.
BIBLIOGRAPHY
in order to
students have personality type extrovet with excellent very good learning
Arifin, Z. 2009. Evaluasi Pembelajaran, Prinsip, Teknik, Prosedur.
achievement 17 students
Bandung: PT. Remaja 31,47 and value ρ = 0,032, so it can
concluded there is relationship between personality type with learning
Rosdakarya. Diknakes. 2014. Pedoman Kegiatan
Akademik Program S-1 achievement
of S1 Nursing Program Keperawatan.
Tulungagung: Grade II STIKes Hutama Abdi Husada
Tulungagung.
B. Suggestions 1. For Development Program
a. S1 Nursing Program
With this research, educational institutions can be
expected to develop a program to create a mood or learning
support method according to personality type S1 Nursing
Program students grade II STIKes Hutama Abdi Husada
Tulungagung.
2. For Develompment Science a. For Educational Institution
For educational institutions can be expectated
to provide more reference books about personality and
academic avhievement.
b. For Development Nursing Science
STIKes Hutama Abdi Husada. Goleman, D. 2007. Emotional
Intelligence Terjemahan. Jakarta: PT. Gramedia Pustaka
Utama Grafindo Perkasa. Hidayat, A.A.A 2007. Metodologi
Penelitian Keperawatan dan Teknik Analisa Data. Jakarta:
Salemba Medika. Lim, P.S. Melissa, N.A.L.Y. 2012.
Big Five Personality Predictors Of Post-Secondary Academic
Performance. Pertanika Journal Social Science Humanika, 4 ,
973 - 988.
Lusiana. 2009. Hubungan Tipe Kepribadian dengan Prestasi
Akademik pada Mahasiswa Fakultas Kedokteran Universitas
Riau Angkatan 2006, diunduh tanggal 25 Desember 2014 dari
ejournal.unri.ac.id.index.phpJI K
articledownload672665.pdf.
Naam, S. 2009. Hubungan Konsep Diri It‟s expected to
further dengan Prestasi Akademik
develop nursing science in the field of education, especially it
can be the basic to determine the students education strategy which
has introverted and extroverted personality, and further advance
the science of nursing research in enhancing the value of learning
achievement.
376 Mahasiswa S1 Keperawatan
Semester III Kelas Ekstensi PSIK FK USU medan.
Universitas Sumatera Utara, Fakultas Kedokteran. Diunduh
tanggal 23 November 2014, dari http:repository.usu.ac.idbitstre
am 12345678914291109E00579
