Self-Concept and Student Creativity in Diversity Learning at Islamic Schools

Abstract

This study employed a survey method with a quantitative approach and a correlation study type within the context of descriptive research. The aim of the research was to examine the relationship between self-concept, student creativity, and learning outcomes. Data were collected from 250 respondents and analyzed through three main stages. The first stage involved initial data processing using scores based on questionnaire responses. The second stage encompassed hypothesis testing using statistical techniques such as one-sample t-tests, correlations, and simple linear regression. The final stage was an advanced analysis involving testing the significance of hypotheses and regression coefficients. The research findings indicate that students' self-concept and creativity have a positive and significant influence on learning outcomes related to diversity. Both variables exhibit a positive relationship with learning outcomes, meaning that if students have high self-concept and creativity, their learning outcomes regarding diversity will also be high. The coefficient of determination of 77.61% indicates that self-concept and student creativity make a significant contribution to learning outcomes. However, the research also highlights that other factors might also affect learning outcomes, such as learning skills, motivation, and environmental factors.