scholarly journals PERAN SELF-EFFICACY TERHADAP SELF-REGULATED LEARNING PADA MAHASISWA YANG BEKERJA DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 502
Author(s):  
Riana Sahrani
Keyword(s):  
Multiple Regression ◽  
Self Efficacy ◽  
Sampling Technique ◽  
The Self ◽  
Learning Ability ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Work From Home ◽  
Regulated Learning

In December 2019, an outbreak of coronavirus or known as Coronavirus Diseases-19 (COVID-19) first occurred in Wuhan, China. The outbreak is affecting the entire world including Indonesia. Therefore, workers or employees who work in government and private sector carry out almost all work from home or known as work from home (WFH). Not spared with the world of education. Learning is usually done face-to-face, changing to a system in network (online) or online.This affects self-regulation as well as self-confidence that must adapt to the new environment. The purpose of this study was to examine the role of self-efficacy in self-regulated learning in students working during the COVID-19 pandemic. Self-regulated learning is a learning ability that uses aspects of metacognition, motivation, and behavior as persistently as possible, with their means and beliefs to achieve the goals set. Self-efficacy is a person's belief that he or she can carry out a task at a certain level that affects. This research was conducted at College X and the University of X Jakarta. This study involved 232 students who worked during the COVID-19 pandemic. The sampling technique used was the purposive sampling technique. Data analysis was performed using multiple regression (multiple regression) using Statistical Product and Service Solutions (SPSS). The results show that self-efficacy plays a role in self-regulated learning by 9,8 %. It can be concluded that there is a positive role of self-efficacy in self-regulated learning. The higher the self-efficacy, the higher the self-regulated learning. Pada bulan Desember 2019, terjadi sebuah wabah virus Corona atau yang dikenal dengan Coronavirus Diseases-19 (COVID-19) pertama kali terjadi di Wuhan, Cina. Wabah tersebut menyerang seluruh dunia termasuk Indonesia. Oleh sebab itu, para pekerja atau karyawan yang bekerja di pemerintahan dan swasta melaksanakan hampir semua pekerjaan dari rumah atau yang dikenal dengan work from home (WFH). Tak luput dengan dunia pendidikan. Pembelajaran yang biasa dilakukan tatap muka, berubah ke sistem dalam jaringan (daring) atau online. Hal ini berpengaruh pada regulasi diri serta keyakinan diri yang harus beradaptasi dengan lingkungan baru. Tujuan dari penelitian ini adalah untuk melihat peran dari self-efficacy terhadap self-regulated learning pada mahasiswa yang bekerja di masa pandemi COVID-19. Self-regulated learning adalah kemampuan belajar yang menggunakan aspek metakognisi, motivasi, dan perilaku dengan sekuat dan segigih mungkin, dengan cara dan keyakinan sendiri untuk mencapai tujuan yang ditetapkan. Self-efficacy merupakan keyakinan seseorang bahwa dia dapat menjalankan suatu tugas pada suatu tingkat tertentu yang mempengaruhi tingkat pencapaian tugasnya. Penelitian ini dilakukan di Sekolah Tinggi X, dan di Universitas X Jakarta. Penelitian ini melibatkan 232 mahasiswa yang bekerja di masa pandemic COVID-19. Teknik pengambilan sampel menggunakan teknik purposive sampling. Pengolahan data menggunakan regresi linear menggunakan Statistical Product and Service Solutions (SPSS). Hasil penelitian menunjukan bahwa self-efficacy berperan dalam self-regulated learning sebesar 9.8%. Hal ini dapat disimpulkan bahwa terdapat peran positif self-efficacy terhadap self-regulated learning. Semakin tinggi self-efficacy maka dapat meningkatkan self-regulated learning.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

scholarly journals Regulasi Diri dalam Belajar pada Mahasiswa yang Memiliki Peran Banyak

2015 ◽  
Vol 42 (1) ◽  
pp. 61
Author(s):  
Dwi Nur Rachmah
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Phenomenological Approach ◽  
Multiple Roles ◽  
Related Individual ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Qualitative Phenomenological ◽  
Depth Interviews

This study aimed at identifying and understanding more deeply the self-regulated learning of students with high GPA, who had multiple roles (as housewife and worker also). The approach employed in this study was qualitative-phenomenological approach. The subjects of the study were selected by purposive sampling technique and the data were collected using techniques of observations and in-depth interviews. The results indicated that the four subjects conducted self-regulation in learning through regulating the cognition, motivation, behavior and emotion. Moreover, the subjects performed context regulation in order to achieve certain learning objectives. Self-regulated learning performed by the subjects was influenced by specific precipitating situations and the characteristics of each related individual. It was also strengthened by social support given to them. Keywords: self-regulated learning, student, many roles Penelitian ini bertujuan untuk mengetahui dan memahami lebih mendalam bagaimana regulasi diri dalam belajar (self regulated learning) mahasiswa yang memiliki banyak peran (sebagai ibu rumah tangga dan bekerja) dengan indeks prestasi tinggi. Pendekatan yang digunakan adalah dengan pendekatan kualitatif-fenomenologi. Subjek penelitian dipilih dengan teknik purposive sampling dan teknik pengumpulan data yang dilakukan adalah meng¬gunakan observasi dan wawancara mendalam. Hasil penelitian menemukan bahwa empat orang subjek menggunakan regulasi diri dalam belajar berupa regulasi kognitif, regulasi motivasi, regulasi perilaku dan regulasi emosi. Selain itu subjek juga melakukan regulasi konteks agar tujuan pembelajaran dapat dicapai. Regulasi diri dalam belajar yang dilakukan oleh para subjek dipengaruhi oleh situasi pencetus dan karakteristik tiap individu bersangkutan. Regulasi diri dalam belajar yang dilakukan juga tidak terlepas dari dukungan sosial yang diberikan kepada mereka. Kata kunci: regulasi diri dalam belajar, mahasiswa, peran banyak

Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use

2019 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Rebeca Cerezo ◽  
Estrella Fernández ◽  
Natalia Amieiro ◽  
Antonio Valle ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Learning Strategy ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

scholarly journals Self Efficacy Calon Guru Matematika

2020 ◽  
Vol 9 (3) ◽  
pp. 419-428
Author(s):  
Tina Sri Sumartini
Keyword(s):  
Data Analysis ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Mathematical Knowledge ◽  
Research Method ◽  
Sampling Technique ◽  
The Self ◽  
Teaching Mathematics ◽  
Purposive Sampling ◽  
Prospective Mathematics Teachers

AbstrakSelf-efficacy calon guru matematika masih kurang. Oleh karena itu, perlu dilakukan analisis mengenai self-efficacy calon guru matematika sehingga dapat diketahui aspek self-efficacy yang perlu ditingkatkan. Tujuan penelitian ini yaitu untuk menganalisis self-efficacy calon guru matematika dalam mengajar matematika. Metode penelitian yang digunakan yaitu kualitatif dengan menggunakan teknik purposive sampling. Sampel yang diambil sebanyak tiga orang calon guru matematika jurusan pendidikan matematika di Institut Pendidikan Indonesia. Analisis data dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika memiliki keyakinan dalam penguasaan pengetahuan matematika, namun merasa kurang yakin bahwa dirinya mampu untuk menyampaikan materi matematika kepada siswa. Kurangnya keyakinan ini berakibat pada kemampuan pedagogis calon guru matematika.  Self-Efficacy of Mathematics Prospective TeachersAbstractThe self-efficacy of prospective mathematics teachers is still lacking. Therefore, it is necessary to analyze the self-efficacy of prospective mathematics teachers so that it can be seen which aspects of self-efficacy need to be improved. The purpose of this study was to analyze the self-efficacy of prospective mathematics teachers in teaching mathematics. The research method used is qualitative by using a purposive sampling technique. The sample taken was three prospective mathematics teachers majoring in mathematics education at the Indonesian Institute of Education. The data analysis was done qualitatively. The results showed that the prospective mathematics teacher had confidence in the mastery of mathematical knowledge, but felt less confident that he was able to convey mathematics material to students. This lack of confidence results in the pedagogical abilities of prospective mathematics teachers.

scholarly journals Self-efficacy, academic motivation, self-regulated learning and academic achievement

2019 ◽  
Vol 5 (2) ◽  
pp. 104
Author(s):  
Mehmed Alafgani ◽  
Eny Purwandari
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Model ◽  
Study Data ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

This study aims to empirically prove that the relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. In addition, empirically proved the mediating role of self-regulated learning on self-efficacy, academic motivation and student achievement. This study used quantitative expansive method. The sample of this study was 246 students of an Islamic senior high school recruited using census technique; thus, the entire population was used as the sample of the study. Data were collected using a questionnaire and were analyzed using Structural Equation Model (SEM). The results empirically show that there is a relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. However, there is no relationship between self-regulated learning and academic achievement.

scholarly journals SELF-REGULATED LEARNING DAN PERSEPSI DUKUNGAN SOSIAL DENGAN PRESTASI AKADEMIK MAHASISWA FAKULTAS USHULUDDIN IAIN IMAM BONJOL PADANG

2015 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
Subhan Ajrin Sudirman
Keyword(s):  
Social Support ◽  
Academic Achievement ◽  
Sampling Technique ◽  
The Self ◽  
State Institute ◽  
Positive Correlation ◽  
Islamic Studies ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning

This research aimed to examine the correlations between self-regulated learning and social support perception with students academic achievement at Ushuluddin Faculty of State Institute for Islamic Studies Imam Bonjol Padang. This research used purposive sampling technique. The subjects of this research were 150 students. The data were collected by using, (1) The self-regulated learning scale, (2) The social support perception scale, and (3) documentation. The data were analyzed by using multiple regression of SPSS 13.0 for windows. The results of this research are: (1) There is very significant and positive correlation between self-regulated learning and students academic achievement (r = 0,325, p < 0,001 and R² = 0,106); (2) There is very significant and positive correlation between social support perception and students academic achievement (r = 0,284, p < 0,001 and R² = 0,081).

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