scholarly journals THE EFFECT OF ORGANIZATIONAL CULTURE ON SELF-CONCEPT AND DISCIPLINE TOWARD SELF-REGULATED LEARNING

2021 ◽  
Vol 24 (2) ◽  
pp. 290
Author(s):  
Fawziah Zahrawati ◽  
Maryadi Maryadi ◽  
Muhammad Idris ◽  
Didiek Handayani Gusti ◽  
Asri Asri ◽  
...  
Keyword(s):  
Organizational Culture ◽  
Quantitative Research ◽  
Self Concept ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Attention To Students

Abstract:This study aims to determine the various factors that affect students' self-regulated learning, especially the effects of self-concept, discipline, self-concept and discipline moderated by organizational culture on self-regulated learning. This research was quantitative research. The population was all students of Tarbiyah Faculty of IAIN Parepare in 2016-2019, consisting of 2000 students. The sample was 125 students. Data were collected using questionnaires and documentation, which were then analyzed using SmartPLS. The results showed that 1) there was a positive and significant effect of self-concept toward self-regulated learning with t-statistic 4.514 > t table 1.96; 2) there was no positive and significant effect of discipline toward self-regulated learning with t-statistic 0.688 < t table 1.96; 3) organizational culture was unable to moderate the effect of self-concept toward self-regulated learning with t-statistic 0.198 < t table 1.96; 4) organizational culture was unable to moderate the effect of discipline toward self-regulated learning with t-statistic 0.514 < t table 1.96. Therefore, paying attention to students' self-concepts was important because students who had positive self-concepts could develop their potential and self-regulated learning.Abstrak:Penelitian ini bertujuan untuk mengetahui berbagai faktor yang mempengaruhi pembelajaran mandiri mahasiswa, khususnya untuk mengetahui pengaruh konsep diri, disiplin, konsep diri dan disiplin yang dimoderasi oleh budaya organisasi terhadap pembelajaran mandiri. Penelitian ini merupakan penelitian kuantitatif. Populasi penelitian ini adalah seluruh mahasiswa Fakultas Tarbiyah IAIN Parepare tahun 2016-2019 yang berjumlah 2000 mahasiswa. Sampel penelitian ini sebanyak 125 mahasiswa. Data dikumpulkan menggunakan menggunakan kuesioner dan dokumentasi yang selanjutnya dianalisis menggunakan SmartPLS. Hasil penelitian menunjukkan bahwa 1) terdapat pengaruh yang positif dan signifikan pada konsep diri terhadap pembelajaran mandiri dengan t-hitung 4,514 > t tabel 1,96, 2) tidak ada pengaruh positif dan signifikan disiplin terhadap pembelajaran mandiri dengan t hitung 0,688 < t tabel 1,96, 3) budaya organisasi tidak mampu memoderasi pengaruh konsep diri terhadap pembelajaran mandiri dengan t-hitung 0,198 < t tabel 1,96, 4) budaya organisasi tidak mampu memoderasi pengaruh disiplin terhadap pembelajaran mandiri dengan t-hitung 0,514 < t tabel 1,96. Oleh kare itu, perhatian terhadap konsep diri mahasiswa perlu karena mahasiswa yang memiliki konsep diri positif akan memiliki kemampuan untuk mengembangankan potensi dan pembelajaran mandiri yang baik.

scholarly journals Konsep diri dengan regulasi diri dalam belajar pada siswa SMA

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Mutia Farah ◽  
Yudi Suharsono ◽  
Susanti Prasetyaningrum
Keyword(s):  
Quantitative Research ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Total Sample ◽  
Self Concept ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Pearson Correlation Test

Abstrak. Menjadi siswa yang baik merupakan suatu keharusan agar dapat mengikuti kegiatan akademik yang ada. Regulasi diri dalam belajar adalah salah satu cara siswa untuk mengelola strategi belajarnya. Dengan ditunjang konsep diri positif siswa akan percaya pada kemampuannya, hal ini dapat mempengaruhi siswa meregulasi diri dalam belajar. Jenis penelitian ini merupakan penelitian kuantitatif. Subjek penelitian adalah siswa SMA Hang Tuah Tarakan dengan jumlah sampel 178 subjek. Teknik sampling menggunakan proportional sample. Teknik analisis menggunakan uji korelasi pearson. Penelitian ini bertujuan untuk mengetahui hubungan antara konsep diri dengan regulasi diri dalam belajar. Hasil dari penelitian ini menunjukkan adanya hubungan positif antara konsep diri dan regulasi diri dalam belajar (r = 0.331; p > 0.05). Kontribusi konsep diri terhadap regulasi diri dalam belajar sebesar 11%, dan 89% lainnya dipengaruhi oleh faktor lain.Kata kunci: Konsep diri, regulasi diri dalam belajarAbstract. Being a good student is an important to follow the academic activities. Self regulated learning is one of the way to manage their learning strategy. Positive self concept supported students to believe their ability, it will affect self regulated learning students. This research used quantitative research. Then, the research subject was senior high school student of Hang Tuah Tarakan with 178 subjects as the total sample. The sampling technique used proportional sampling and analysis technique using the pearson correlation test. This research aim to determine the relationship between self concept and self regulated learning. The gained results of this study showed a positive correlation between self concept in student self regulated learning (r = 0,331; p > 0.05). Contribute towards self concept of 11%, and 89% were affected by the other factors.Keywords: Self concept, self regulated learning

scholarly journals Students’ Metacognition and Self-Regulated Learning: An Analysis Through Students’ Work in Solving HOTS Problem

2020 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Imas Ismayati ◽  
Nani Ratnaningsih ◽  
Supratman Supratman
Keyword(s):  
Data Analysis ◽  
Thinking Skills ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Evaluation Stage ◽  
Data Collection Technique ◽  
Attention To Students

The aims of this study are to analyze and describe the metacognition of students who have high, moderate, and low Self-Regulated Learning (SLR) in solving Higher Order Thinking Skills (HOTS) type problem. The research method that used was qualitative, research subjects were taken from students who can provide information about the results of their work to obtain complete data and stop when there was no information that can be extracted (saturated data), then obtained 6 people consisting of students who have high, medium, low SLR. The Data collection technique used was the think-aloud method. The data analysis technique used in this study was a model from Miles and Huberman. Based on the data analysis, it can be concluded that: the metacognition of students with high SLR used metacognition in the indicators to compose strategies and monitor actions to the maximum while at the evaluation stage they had not been able to mention other alternatives to solve the problem, the metacognition of students with medium SLR used metacognition to the maximum in the indicators of the stage of compiling strategies but at the monitoring actions they had not been able to interpret the results of the answers and at the stage of evaluation they had not been able to mention other alternatives to solve the problem, the metacognition of students with low SLR had not been able to use metacognition to the maximum. Teachers must pay attention to students' self-regulated learning and metacognition in solving HOTS problems.

scholarly journals Self Regulated Learning dan Konsep Diri sebagai Prediktor Aspirasi Karier pada Remaja

2020 ◽  
Vol 14 (1) ◽  
pp. 35-44
Author(s):  
Rezky Graha Pratiwi ◽  
Yuliansyah Yuliansyah
Keyword(s):  
Career Aspirations ◽  
Self Concept ◽  
Career Aspiration ◽  
Self Regulated Learning ◽  
Ex Post ◽  
Regulated Learning ◽  
Ex Post Facto ◽  
Validation Technique ◽  
Career Aspiration Scale ◽  
Yogyakarta City

This study aims to examine the effect of self-regulated learning and self-concept on career aspirations in adolescents. This research uses a quantitative approach with ex-post facto design. This research was conducted in Yogyakarta City which consisted of 223 women and 152 men. Data was collected through CAS-R adaptation for career aspiration scale with 33 items from Obrien (1996), MSLQ for self-regulated learning scale with 44 items from Pintrich and Groot (1990) and TSCS for self-concept scale with 100 items from Fitts (1972) . The category of teenagers who have career aspirations is in the high category. The instrument validation technique uses content validity and Alpha Cronbach coefficient reliability. The results showed that there was an effect of self regulated learning and self-concept on career aspirations in adolescents with a significance value of 0.008 (p <0.05). It can be concluded that Self-regulated learning and self-concept can be strong predictors of career aspirations in adolescent

scholarly journals THE CORRELATION BETWEEN SELF-REGULATED LEARNING AND MOTIVATION TO THE ACHIEVEMENT OF PAI AND BUDI PEKERTI AT SMPN 2 KEDIRI

2017 ◽  
Vol 5 (1) ◽  
pp. 53-90
Author(s):  
Qurrotul A’yun
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Kendall’S Tau ◽  
Kendall's Tau ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Motivation And Learning ◽  
Correlation Design ◽  
Very High

Abstract This research is the result of quantitative research with multiple correlation design, aiming to test the theory from D.H. Schunk and B.J. Zimmerman that Self-regulated learning is generally characterized as an active participant who efficiently controls their own learning experiences in different ways, and answers questions about how much self-regulated learning, motivation, and learning outcomes of PAI and Budi Pekerti of students SMPN 2 Kediri, and there is correlation between self-regulated learning and motivation to the learning outcomes of PAI and Budi pekerti at SMPN 2 Kediri. Data collection techniques in this study are documentation and questionnaires of self-regulated learning and motivation. While the analysis technique is kendall's tau. The results of this study show, first of all, that self-regulated learning is categorized as very high; second, motivation is categorized high; third, PAI and Budi Pekerti learning outcomes are categorized as high based on score criteria; fourth, there is a significant relationship between self-regulated learning and motivation to the learning outcomes of PAI and Budi Pekerti at SMPN 2 Kediri. ملخص هذه الدراسة نتيجة من البحث الكمي مستخدمة خطة دراسة ارتباط متعددة، بهدف اختبار نظرية د هـ سخونج و بج زيمرمن، بأن التربية الذاتية لها خصائص منها وجود مشاركة فعالة لمراقبة خبرات تعلمهم بأنفسهم بطرق مختلفة، وإجابة على سؤال كم كانت التربية الذاتية، والحافز، ونتائج تعلم تربية المواد الإسلامية، والأخلاق من طلبة المدرسة المتوسطة الحكومية الثانية بمدينة كديري، وهل هناك علاقة بين التربية الذاتية وبين الحافز نحو نتائج التعلم والأخلاق من طلبة المدرسة المتوسطة الحكومية الثانية بمدينة كديري . وطريقة جمع البيانات في هذا البحث هو استخدام التوثيق والاستطلاع من التربية الذاتية والحافز .أما طريقة التحليل فيستخدم منهج كندال .وتتلخص نتائج هذا البحث في أمور كما يلي، الأول :تعتبر التربية الذاتية مرتفعة جدا، والثانية : يعتبر الحافز مرتفعا، والثالث :تعتبر نتائج تعلم تربية المواد الإسلامية مرتفعة اعتمادا على خصائص التقييم، والرابع :توجد علاقة هامة بين التربية الذاتية والحافز نحو نتائج تعلم تربية المواد الإسلامية والأخلاق في المدرسة المتوسطة الثانية بمدينة كديري Abstrak Penelitian ini merupakan hasil penelitian kuantitatif dengan rancangan penelitian korelasi ganda, bertujuan untuk menguji teori dari D.H. Schunk dan B.J. Zimmerman bahwa Self-regulated learning secara umum dicirikan sebagai partisipan aktif yang mengontrol secara efisien pengalaman belajar mereka sendiri dengan cara-cara yang berbeda, serta menjawab pertanyaan tentang seberapa besar self regulated learning, motivasi, dan hasil belajar PAI dan Budi Pekerti siswa SMPN 2 Kota Kediri, dan adakah hubungan antara self regulated learning dan motivasi terhadap hasil belajar dan Budi pekerti siswa SMPN 2 kota Kediri. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi dan angket dari self regulated learning dan motivasi. Sedangkan teknik analisisnya menggunakan kendall’s tau. Hasil dari penelitian ini, Pertama; self regulated learning dikategorikan sangat tinggi, kedua; motivasi dikategorikan tinggi, ketiga; hasil belajar PAI dan Budi Pekerti dikategorikan tinggi yang berpedoman pada kriteria skor, keempat; terdapat hubungan yang signifikan antara self regulated learning dan motivasi terhadap hasil belajar PAI dan Budi Pekerti di SMPN 2 Kota Kediri.

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