The Role of Self-Confidence in Enhancing Students’ Active Participation in Indonesian Language Learning among Fourth-Grade Elementary School Students
Abstract
Active participation is essential in Indonesian language learning because it provides elementary school students with opportunities to develop communication skills and engage meaningfully in classroom learning. This study aimed to explore and describe the role of self-confidence in shaping students’ active participation during Indonesian language learning. A qualitative approach with a case study design was employed at SD Negeri 1501 Hurung Jilok during the second semester of the 2025/2026 academic year. Participants comprised one fourth-grade teacher and eight students purposively selected to represent high, moderate, and low levels of self-confidence. Data were collected over six weeks through eight classroom observations, semi-structured interviews, and documentation. Data were analyzed iteratively through data condensation, data display, and conclusion drawing and verification. Trustworthiness was strengthened through source and method triangulation, member checking, and an audit trail. The findings showed that students with higher self-confidence tended to participate more spontaneously by asking and answering questions, expressing opinions, and engaging in discussions, whereas students with moderate or low self-confidence participated more conditionally and often required encouragement. Students’ confidence was shaped by the interaction of internal and contextual factors, particularly fear of making mistakes, teacher support, peer support, previous learning experiences, and classroom atmosphere. Teachers supported confidence by providing equitable opportunities to participate, positive reinforcement, group discussions, and a psychologically supportive learning environment. The study demonstrates that self-confidence is closely intertwined with students’ active participation and is shaped by both personal beliefs and classroom conditions.
