The Relationship Between the Locus of Control with Students’
Learning Outcomes
Nur Hafidah Yuniar Sari and Muhsinatun Siasah Masruri
Yogyakarta State University, Street. Colombo, No.1, Caturtunggal, Depok subdistrict of Sleman, Yogyakarta, Indonesia
Keywords: Locus of control, geography learning outcomes.
Abstract: In the world of education the right treatment is very necessary considering each individual student has
different characteristics. In one school environment there will be students who have internal (introvert) and
external (extroverted) locus of control. It is expected that with the right treatment can improve student learning
outcomes. This study aims to determine the relationship between Locus of Control with student learning
outcomes. This research type is quantitative descriptive research. The population in this study is XI IPS
students as much as 57. The sampling technique is determined by saturated sampling, where the entire
population is sampled. The sample in this study 57 respondents. Data collection techniques used
questionnaires. Student learning result data is taken from the final test value of semester 1. For Locus of
Control test using personality test in the form of a questionnaire designed by renowned psychologist, Philip
Charter and Ken Russell. Based on the research results can be seen that between Locus of Control with
learning outcomes have a significance value of 0.326> 0.05, then the hypothesis Ho accepted and Ha rejected.
So it can be concluded that there is no significant relationship between locus of control with student learning
outcomes.
1 INTRODUCTION
At this moment, the condition of education in
Indonesia is in the process of quality and other
improvement. It is expected that the improvement can
improve the education system in Indonesia and
produce quality human resources ready to compete
with other countries.
In the world of education, the right treatment is
very necessary considering each individual student
has different characteristics. In a school environment
there will be students with internal (introvert) and
external locus of control (extrovert).
According to Connoly (177: 1980), Locus of
control is a personality construct reflecting one’s
belief or perception about who controls behavior and
life events. The perception identifies the place (i.e.,
locus) of control for what happens in life and leads to
an expectancy of whether one can control life events.
The belief can exist in varying degrees, reflecting the
degree to which one perceives personal control in life.
The key link is between behavior and its
consequence, and the relationship between outcomes
and personal effort.
So, Locus of control (Connoly, 177: 1980) is
someone’s reflection of personality, believe and
perception that controls the behavior and events of
life. The key is between behavior and its
consequences, and the relationship between outcomes
and personal effort.
According to Kreitner and Kinicki (2005: 155)
about Locus of Control is Individuals who have an
external locus of control tendency are individuals
who have confidence that their performance is the
result of events that occur outside of their direct
control1. The results achieved by the internal locus of
control are thought to originate from his or her own
activities. Whereas in the individual locus of control
external consider that the success achieved is
controlled from the surrounding circumstances. A
person who has an internal locus of control will see
the world as predictable, and individual behavior
plays a role in it. In individuals who have external
locus of control will view the world as something
unpredictable, so also in achieving goals so that
individual behavior will not have a role in it.
Thus, according to Kreitner and Kinicki, the
results achieved by the internal locus of control are
thought to originate from self-activity, whereas the
external locus of control assumes that the success
238
Sari, N. and Masruri, M.
The Relationship Between the Locus of Control with Students’ Learning Outcomes.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 238-241
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

achieved is controlled from the surrounding
circumstances. In table 1 there is some difference
between the internal locus of control (introvert) and
the external locus of control (extrovert), as follows:
Table 1: Differences in extrovert and introverts.
Extrovert
Introvert
Current in speaking
More fluent writing than
talking
Free from worries or
anxieties
Tendering or often
overwhelmed with
concerns.
It is not ashamed or
awkward.
Irritated and awkward
Generally conservative
Tend to be radicals.
Has an interest in athletics
Likes reading books and
magazines
Influenced by objective
data
More influenced by
subjective feelings
Friendly and gregarious
Somewhat closed his soul
Likes to work with other
people
Preferably working alone
Less concerned with
suffering and self-
sufficiency
Be very careful about her
suffering and hers
Easy to adapt and flexible
Difficult to adapt and be
rigid in the association.
Source: Sobbur (2013: 316).
With the locus of control, the application of
learning model can be adjusted with each student
characteristics. It is expected that with the use of
appropriate learning model for each student
characteristic both extrovert and introvert,
achievement of learning result can be more optimal.
Students are able to develop themselves and continue
to explore their potential. It is hoped that appropriate
learning treatment can improve student learning
outcomes.
This research is previously conducted by
Achadiyah and Laily (2013), towards 193
respondents of accounting students State University
of Malang. The result of the research shows that
internal locus of control significantly influence
student's learning outcomes but this research did not
succeed to prove the relation between external locus
of control and student learning result. The purpose of
this research is to know the relation between Locus of
control and learning outcomes.
2 RESEARCH METHOD
The method of this study is descriptive quantitative.
This research was conducted at SMAN 1 Ngaglik,
Sleman Regency, Yogyakarta. The time of this study
was March 2018.
The population is students of class XI IPS as many
as 57 students. The sampling technique is determined
by saturation sampling, where the entire population is
sampled. The sample is 57 students.
Table 2: Saturated sampling of XI IPS.
No
Class
Amount
1
XI IPS 1
29 Students
2
XI IPS 2
28 Students
SUM
57 Students
Source: Data Processed in 2018.
This research uses descriptive correlation design.
This study is conducted to determine the relationship
or correlation between variables, and thus, in a
research, the researcher correlation must involve at
least two variables (Sukmadinata, 2004: 46). This
research uses descriptive correlation to know the
relation between independent variable (Locus of
Control) with dependent variable (result of student
study of high school class XI IPS). The relationship
between variables can be described as follows,
(Sugiyono, 2017:42):
Figure 1: Relationship between variables.
Note: X = Locus of Control
Y = Learning outcome
Measuring Locus of Control variables is
conducted by using tests designed by renowned
psychologists, Philip Charter and Ken Russell. This
test is designed to measure how extrovert or introvert
a person is (Hariwijaya, 2007: 28). Each question is
given a choice of answers yes, do not know, and no.
How to answer the questions is by giving a check
mark on the column that is already available. After
that the answers of the respondents are summed and
then matched on a predetermined category
(Hariwijaya, 2007: 28-30).
Table 3: Personality types.
Score
Description
18-30
Extrovert
13-17
Balanced
0-12
Introvert
Sources: Hariwijaya (2007:30).
The Relationship Between the Locus of Control with Students’ Learning Outcomes
239

3 RESULTS AND DISCUSSION
3.1 The Relationship of Locus of
Control with Students’ Learning
Outcomes
The variables of internal and external locus of control
in this study are measured using some of the
indicators described in the previous section. The
indicators are then developed into 15 questions.
Descriptively the results of research related to the
characteristics of students (locus of control) and
learning outcomes on geography subjects can be
presented in Tables 4 and 5.
Table 4: Distribution of frequency of locus of control value
of SMA XI IPS students.
Score
Description
The total
number of
Percentage
18-30
Extrovert
37
64.91%
13-17
Balanced
14
24.56%
0-12
Introvert
6
10.52%
The total number of
57
100%
Source: Primary Data Process in 2018.
Based on data from table 4 it can be seen that from
57 respondents who studied, as many as 37
respondents with a percentage of 64.9%, has a locus
of control which is included in the extrovert category.
In addition, there are 14 respondents, obtained a
percentage of 24.56%, has a locus of control that
belongs to a balanced category. A total of 6
respondents, obtained a percentage of 10.52%, has a
locus of control which belongs to the introvert
category.
Table 5: Descriptive statistics locus of control and learning
outcomes.
N
Min
Max
Mean
Std.
Deviation
LOC
57
9.00
26.00
18.2807
4.27098
Learning
Outcomes
57
75.00
90.00
80.2982
3.47935
Valid N (list
wise)
57
Source: Primary Data Processing 2018.
Based on the data table 5 it can be seen that the
score of the lowest locus of control scores obtained
by respondents of 9, while the score of locus of
control highest obtained respondents of 26. The
average value obtained from the locus of control of
18.28. This value is equivalent to the locus of control
criteria in the extroverted category.
Based on the data table 5 it can be seen that the
value for the lowest learning outcomes obtained by
students is 75, while the value for the highest learning
result is 90. The average value of learning results
obtained by 80. The value is already in the position
above the minimum completeness criteria (KKM) for
geography subjects, where the minimum passing
score limit is 75.
Based on the data table 4 and 5 we can see that in
the experimental group with the application of
conventional learning model that is often applied by
teachers on geography subjects, the majority of
students have extroverted characteristics. An
Individual with an extroverted character would be
more easily interacting with the surrounding
environment and more actively involved in an activity
(Kreitner and Kinicki, 2005: 155).
The existence of treatment with appropriate
learning model is very necessary, because it can affect
student learning outcomes. Students with extroverted
characteristics are better suited to active learning
models, experiments or practicum, because students
with more active extroverts, happy public speaking,
friendly and easy to interact with the environment,
can work together in groups, while for students has
introverted characteristics more in line with
conventional learning models such as lectures, it is
because someone who has introverted characteristics
is more inclined to write, take notes than to speak in
public to express opinions, prefer to read books, have
a closed nature, happy to work individually, difficult
to interact with the surrounding environment.
Table 6: Correlations locus of control and learning
outcomes.
Loc
Learning
outcomes
Loc
Pearson Correlation
1
.132
Sig. (2-tailed)
.326
N
57
57
Learning
Outcomes
Pearson Correlation
.132
1
Sig. (2-tailed)
.326
N
57
57
Source: Primary Data Processed in 2018.
Based on the data table 6 it can be seen that
between the locus of control and learning outcomes
have a significance value of 0.326> 0.05 with a
significance level of 5%. Then it can be concluded the
hypothesis Ho accepted and Ha rejected. So it can be
concluded that, "There is no significant relationship
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
240

between the locus of control with the results of
students studying high school class XI IPS on
geography subjects.
4 CONCLUSIONS
Based on the research data, it can be seen that there is
no relation between the locus of control with the
result of student learning class XI IPS in SMAN 1
Ngaglik, with the acquisition level of 0.326> 0,05.
The majority of students in the experimental group
have extroverted personalities.
The implementation of active and innovative
learning models is more appropriate for students with
extroverted characteristics. This is because
Individuals who have extroverted characteristics like
to participate in various activities, active in the
learning process, easy to interact with the surrounding
environment, and not ashamed to speak in public.
While for students who have introverted
characteristics more appropriate if applied with
conventional learning models such as lectures, it is
because students who have introverted characteristics
more comfortable if working alone, prefer to write
and read than discuss and speak in public, has a more
closed nature and difficult to interact with the
surrounding environment. Ideas or ideas can be
conveyed through a post. This is in accordance with
the opinions of Crow and Crow (Sobbur, 2003: 316)
on the explanation of two classes of nature that is
extrovert and introvert.
A teacher in the process of teaching and learning
can adapt the appropriate learning model between
students who have extroverted characteristics and
students who have introverted characteristics. So that
students can do the learning process with the
maximum, other than that students are able to
understand the material presented by the teacher and
at the end of the learning process students get good
learning outcomes.
5 SUGGESTION
Based on the results of research that has been
completed, there are some suggestions that can be
submitted, that is for the school, it is expected the
results of this study can provide information to be
able to better educate the quality of education quality
in Geography subjects. For the teachers expected the
information can be a reference in learning activities,
so as to improve student learning outcomes. For
further research, it is expected to improve all the
deficiencies that exist in this research, including in the
selection of samples and variables to be studied. In
this study the sample used is still less. In this study
studied is Locus of control variables and learning
outcomes where there is no relationship between the
two, the possibility if using other variables the results
will be different.
From data of research result can we know that in
this research there is no significant correlation
between locus of control with study result in
geography study at student XI IPS at SMAN 1
Ngaglik. This can be influenced by the condition of
each individual student. Between one schools with
another will be no different research results. In
SMAN 1 Ngaglik there is no relationship between
Locus of control with learning outcomes, possibly in
other schools there can be a relationship between
Locus of control and learning outcomes.
REFERENCES
Achadiyah, B.N., Laily, N., 2013. The influence of locus of
control to student learning outcomes. Journal, XI (2),
State University of Malang.
Connoly, S.G., 1980. Changing expectancies: A counseling
model based on locus of control. This article presents
counseling and communication techniques. The
University of Texas Health Science Center, Dallas.
Hariwijaya, M., 2007. Personality test (personality test).
Yogyakarta: Pustaka Pelajar.
Kreitner, R., Kinicki, A., 2005. Organizational behavior.
Jakarta: Salemba Four.
Sobbur, A., 2003. General psychology. Bandung: Loyal
Library.
Sugiyono. 2017. Quantitative, qualitative, and R&D
methods of research. Bandung: Alfabeta.
Sukmadinata, N., 2004. The platform of psychology of
education process. Bandung: Teen Rosdakarya.
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