BUILDING SELF – CONFIDENCE THROUGH ANALYTICAL SOFT SKILLS IN STUDENT WHO ARE ACTIVE IN STUDENT ORGANIZATION

Abstract

This study aims to test the effectiveness of Analytical Skills training interventions in increasing the Confidence of students who are active in student organizations, based on the finding that organizational experience alone is not enough to optimize self-confidence. Organizational involvement presents complex problems, but without strong analytical skills, success in problem solving (Mastery Experience) is not realized, thus hindering the growth of self-efficacy.

The research method used is Quasi-Experimental Design with a Nonequivalent Control Group Pre-test and Post-test design. The research subjects consisted of

two groups of student organizations, namely the Experimental Group that received structured Analytical Skills training interventions and the Control Group that underwent normal organizational activities. Self-Confidence Measurement was carried out before (pre-test) and after (post-test) intervention in both groups. The results of the study showed a significant and positive influence of the intervention on the dependent variable. A comparative analysis of the $t$-test Post-Test (Sig. 0.000) proved that the Experimental Group had a much higher Confidence score statistically than the Control Group. This indicates that structured Analytical Skills training is effective in fostering students' Confidence by providing real evidence (Mastery Experience) of their cognitive competence.

This study recommends the integration of analytical training as a mandatory component in student leadership development.