Implementation Of Risk Management On Student Learning Achievement Success At Sdn Sukapura 247 Bandung
DOI:
https://doi.org/10.35896/jiee.v3i2.678Keywords:
students, factors, achievements, studstudents, factors, achievementsAbstract
In the teaching and learning process at school, students are often found who cannot achieve learning achievements commensurate with their intelligence abilities. Therefore, the level of intelligence is not the only factor that determines a person's success, because there are other factors that influence it. Therefore, a person's success requires in-depth research, to minimize the factors that influence the success of a student's learning achievement. This research aims to find answers to what causal factors have an impact on the success of student achievement and determine the application of risk management. This research uses qualitative methods (Library Research), data obtained from interviews, observations, journal and book publications. The research results cover several aspects related to factors that influence student learning achievement, covering several aspects, the research results show that there are factors that cause students to worry about having an impact on their learning achievement. In cases like this, many students do not dare to try new things for fear of losing academic grades and losing self-confidence. Therefore, an interview was immediately conducted with one of the students, the student explained why he was not brave and not confident. He said that these things were caused by several factors that made him lack self-confidence, making many people afraid to take risks.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass.
Cooper, D. (2020). Effective risk management in education systems. Journal of Educational Administration, 58(4), 389–405.
Fink, A. (2019). Conducting research literature reviews. SAGE Publications.
Ibrahim, M. (2018). Factors influencing student academic achievement. Journal of Educational Psychology Research, 12(2), 45–60.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership. School Leadership & Management, 40(1), 27–42.
Lunenburg, F. C. (2011). Goal-setting theory of motivation. International Journal of Management, Business, and Administration, 15(1), 1–6.
Marsh, H. W., & Craven, R. (2006). Academic self-concept and its effects on achievement. Educational Psychologist, 41(3), 176–189.
Masten, A. (2014). Ordinary magic: Resilience in development. Guilford Press.
OECD. (2019). Balancing school accountability and risk. OECD Publishing.
Pajares, F. (2008). Motivation in education: The role of self-efficacy beliefs. Routledge.
Phelan, P., Davidson, A., & Yu, H. (1998). Adolescents’ worlds: Negotiating family, peers, and school. Teachers College Press.
Robbins, S. P., & Judge, T. (2021). Organizational behavior (18th ed.). Pearson.
Sakina, A. (2021). Risk management practices in primary schools. International Journal of Educational Development, 84, 102—118.
Sari, R., & Prasetyo, A. (2020). School environment and its impact on student learning outcomes. Journal of Child and Education Studies, 5(3), 112–124.
Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
Spillane, J. (2012). Distributed leadership in practice. Teachers College Press.
Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. Falmer Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into Practice, 41(2), 64–70.
