scholarly journals Self Regulated Learning dalam Meningkatkan Prestasi Akademik

2021 ◽  
Vol 4 (2) ◽  
pp. 117-120
Author(s):  
Sukarman ◽  
Sukarman
Keyword(s):  
Self Regulated Learning ◽  
Regulated Learning

Kemampuan belajar adalah kemandirian belajar, meregulasi, memotivasi, dengan perilaku diri sendiri untuk menetapkan target untuk belajar (self regulated learning/SRL) dan hasil belajar dari Taruna Poltekbang Makassar. Penelitian ini bertujuan untuk mengetahui pengaruh self regulated learning terhadap Taruna Politeknik Penerbangan Makassar pada pembelajaran pancasila. Penelitian kemampuan penalaran terhadap Taruna merupakan suatu kemampuan yang dimiliki oleh Taruna. Salah satunya adalah kemampuan dalam kemandirian belajar baik dalam belajar, waktu belajar, maupun pencarian materi, dengan teknik pengumpulan data berupa penelitian survei. Hasil penelitian ini menunjukkan adanya pengaruh positif terhadap motivasi belajar. Setelah dilakukan uji regresi linear sederhana  dengan software SPSS diketahui nilai thitung sebesar 16,041 > ttabel sebesar 1,678 pengaruh pada variabel X  terhadap variabel Y. Dapat disimpulkan terdapat adanya pengaruh (SRL)  terhadap hasil belajar Taruna Politeknik Penerbangan Makassar.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

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