scholarly journals Peningkatan Self-Regulated Learning Siswa melalui Konseling Ringkas Berfokus Solusi

2020 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Sri Rahayu Utami ◽  
Wahyu Nanda Eka Saputra ◽  
Siti Partini Suardiman ◽  
Agus Ria Kumara
Keyword(s):  
Sampling Design ◽  
Research Subjects ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Before And After ◽  
Class Viii ◽  
Solution Focused ◽  
Concise Solution

<p class="Normal1">Penelitian ini bertujuan mengetahui peningkatan <em>self-regulated learning </em>melalui konseling ringkas berfokus solusi di SMP Muhammadiyah Turi Sleman. Jenis pada penelitian ini adalah eksperimen dengan type <em>one group pretest posttest design</em>. Subjek penelitian ditentukan dengan teknik <em>non probability sampling design </em>menggunakan <em>purposive sampling. </em>Siswa kelas VIII SMP Muhammadiyah Turi Sleman merupakan subjek yang terlibat pada penelitian ini. Hasil penelitian dapat disimpulkan bahwa peningkatan <em>self-regulated learning</em> mengalami perbedaan yang signifikan sebelum dan sesudah diberikan layanan konseling ringkas berfokus solusi.</p><p align="center"> <em></em></p><em><strong><em>Abstract</em></strong>: This study aims to find out the improvement of self-regulated learning through concise counseling focusing solutions in SMP Muhammadiyah Turi Sleman. The type of this research is experiment with type one group pretest posttest design. The research subjects were determined by using a non-probability sampling design using purposive sampling. Class VIII students of SMP Muhammadiyah Turi Sleman were the subjects involved in this study. The results of the study concluded that the increase in self-regulated learning experienced significant differences before and after being given a concise solution-focused counseling service.</em>

scholarly journals Keefektifan Solution Focused Brief Counseling (SFBC) untuk menurunkan perilaku prokrastinasi akademik siswa

2019 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Kristiyaningrum Tri Kusumawide ◽  
Wahyu N. E. Saputra ◽  
Said Alhadi ◽  
Hardi Prasetiawan
Keyword(s):  
Experimental Design ◽  
Research Design ◽  
Design Research ◽  
Sampling Design ◽  
Academic Procrastination ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
Brief Counseling ◽  
Before And After ◽  
Solution Focused

<p class="Normal1">Penelitian ini bertujuan untuk mengetahui keefektifan <em>solution focused brief counseling (SFBC) </em>untuk menurunkan perilaku prokrastinasi akademik siswa di kelas khusus olahraga SMP Negeri 2 Galur Kulon Progo. Jenis penelitian yang digunaan adalah Eskperimen dengan desain penelitian <em>Pre-Eksperimental Design</em> menggunakan model <em>One group pretest posttest design</em>. Penentuan subjek menggunakan teknik <em>non probability sampling design</em> dengan <em>purposive sampling</em>. Subjek penelitian adalah siswa kelas khusus olahraga SMP Negeri 2 Galur Kulon Progo. Berdasarkan hasil penelitian dapat disimpulkan bahwa ada perbedaan signifikan antara tingkat prokrastinasi akademik siswa sebelum dan sesudah diberikan layanan <em>solution focused brief counseling </em>(SFBC).</p><p class="Normal1" align="center"> <strong><em></em></strong></p><p class="Normal1" align="center"><strong><em>Abstract</em></strong><em></em></p><em>This study aims to determine the effectiveness of "solution focused brief counseling (SFBC)" to reduce the behavior of academic procrastination of students in the special sports class at Galur Negeri 2 Kulon Progo. Experiment with Pre-Experimental Design research design using One group pretest posttest design. Subjects are determined by using non probability sampling design with purposive sampling. The subjects of the study were students of the special sport class of JHS Negeri 2 Galur Kulon Progo. Based on the results of the study, it can be concluded that there are significant differences level of student academic procrastination between before and after being given solution services focused brief counseling (SFBC).</em>

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 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

scholarly journals SELF-REGULATED LEARNING PADA ASPEK MOTIVASI SISWA KELAS VIII SMP NEGERI 2 TARAKAN DALAM BELAJAR MATEMATIKA

2019 ◽  
Vol 1 (2) ◽  
pp. 111-118
Author(s):  
Chaidir Putria ◽  
Darmayasa Jero
Keyword(s):  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning

Beberapa hasil penelitian menunjukkan bahwa adanya pengaruh yang signifikan antara Self-Regulated Learning terhadap hasil belajar matematika siswa. Permasalahannya, dari hasil studi pendahuluan ditemukan banyak siswa yang tidak memiliki Self-Regulated Learning yang bagus, khususnya kelas VIII SMP Negeri 2 Tarakan. Oleh karena itu, penelitian ini bertujuan untuk menemukan bagaimana siswa kelas VIII SMP Negeri 2 Tarakan melatih Self-Regulated Learning dalam belajar matematika pada aspek Motivasi. Jenis penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif. Penelitian dilaksanakan di SMP Negeri 2 Tarakan dengan subjek penelitian siswa kelas VIII sebanyak 4 orang yang dipilih menggunakan purposive sampling. Pengumpulan data dilakukan dengan observasi, wawancara, dan analisis dokumentasi yang kemudian ditulis dalam catatan lapangan. Data hasil penelitian kemudian direduksi, disajikan, dan ditarik kesimpulan. Berdasarkan hasil penelitian, maka diperoleh bahwa keempat siswa tersebut melatih Self-Regulated Learning dalam belajar matematika pada aspek motivasi dengan cara: 1) menjaga semangat dan keyakinan diri dalam belajar matematika; dan 2) berbagi pengetahuan matematika dengan menjadi tutor sebaya.

The Effect of Solution-Focused Groups on Self-Regulated Learning

2012 ◽  
Vol 53 (4) ◽  
pp. 586-595 ◽  
Author(s):  
Trey Fitch ◽  
Jennifer Marshall ◽  
Wanda McCarthy
Keyword(s):  
Self Regulated Learning ◽  
Regulated Learning ◽  
Solution Focused

scholarly journals Self-Regulated Learning in Designing Explorative Learning Tools Among Mathematics Pre-service Teachers through Explorative Module

2018 ◽  
Vol 42 ◽  
pp. 00106
Author(s):  
Indhira Asih Vivi Yandari ◽  
Hepsi Nindiasari ◽  
Etika Khaerunnisa ◽  
Aan Subhan Pamungkas ◽  
Karso ◽  
...  
Keyword(s):  
Learning Activity ◽  
Learning Tools ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Explorative Learning ◽  
Professional Teacher ◽  
Regulated Learning ◽  
Before And After ◽  
Difference Test ◽  
Supporting Materials

This study is back grounded by the importance of self- regulated learning in mathematics pre-service teachers. By possessing self-regulated, students will be able to evaluate learning process, set learning target, arrange the strategy in learning to achieve the goal, search relevant supporting materials for the lectures and show self efficacy. One task which play a role to make students successful to become professional teacher is by creating explorative learning tools. The development of this explorative tools very support learning activity process in class. This study aims to see to what extent self-regulated learning among students in developing explorative learning tools. The method of study is experimental quasi by treatment which is initiated with explorative learning and then explorative module learning is given to one class. The subjects in this study are students of mathematics department with total of 21 students, consist of 4 males and 17 females. Quantitative analysis was performed using the average difference test. The result of study shows that the average of students’ self-regulated learning after treatment is in good category and there is significant difference in self regulated learning before and after treatment. It can be concluded that these treatment give good contribution to develop students’ self-regulated learning.

scholarly journals The Effectiveness of E-Module on Buffer Solutions to Improve Students' Higher-Order Thinking Skills and Self-Regulated Learning

2021 ◽  
Vol 6 (2) ◽  
pp. 254-266
Author(s):  
Alfiyani Lestari ◽  
Sri Atun
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Cycle ◽  
Buffer Solution ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Before And After ◽  
The Difference

This study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%).

scholarly journals PERAN SELF-REGULATED LEARNING TERHADAP EMOTIONAL EXHAUSTION YANG DIMEDIASI OLEH STUDENT ENGAGEMENT PADA SANTRI

2019 ◽  
Vol 3 (2) ◽  
pp. 423
Author(s):  
Dinda Nabila Sholihah ◽  
Riana Sahrani ◽  
Rahmah Hastuti
Keyword(s):  
Student Engagement ◽  
Emotional Exhaustion ◽  
Measurement Instrument ◽  
Boarding School ◽  
Measuring Instrument ◽  
Measuring Device ◽  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning

Santri merupakan seseorang yang belajar agama Islam dan mendalami agama Islam dalam sebuah pesantrian atau pesantren. Dalam menjalankan kegiatannya sehari-hari, santri terikat dengan berbagai macam peraturan dan kegiatan yang menyebabkan kecenderungan dari munculnya emotional exhaustion pada santri. Dalam penilitian ini, akan dibahas mengenai peranan self-regulated learning terhadap emotional exhaustion yang dimediasi oleh student engagement pada santri. Metode yang digunakan adalah kuantitatif non-eksperimental dengan teknik pengambilan data purposive sampling dan criterion sampling. Adapun alat ukur yang digunakan terdiri dari alat ukur self-regulated learning yang diadaptasi dari alat ukur self-regulated learning dari Pintrich dan Groot (1990), alat ukur emotional exhaustion yang diadaptasi dari alat ukur yang dikembangkan oleh Schaufeli, Martίnez, Marqués-Pinto, Salanova, dan Bakker (2002), serta alat ukur student engagement yang diadaptasi dari alat ukur student engagement dari Schaufeli dan Bakker (2003). Pengambilan data dilakukan di lima pondok pesantren yang terdapat di wilayah Bogor dan Bekasi pada bulan Oktober – November 2018 dengan melibatkan 424 partisipan penelitian berusia 11 – 20 tahun. Berdasarkan hasil yang diperoleh, self-regulated learning secara negatif signifikan memengaruhi emotional exhaustion (tc’ = -6,336; p= 0,000 < 0,05) dan student engagement tidak memediasi peran self-regulated learning terhadap emotional exhaustion (tb’= 1,153; p = 0,250 > 0,05). A santri is a person who studies Islam in a pesantren or Islamic boarding school. In carrying out their daily activities, students are bound by a variety of regulations and activities that tend to cause emotional exhaustion in students. In this research, the role of self-regulated learning on emotional exhaustion mediated by student engagement on santri will be discussed. The research method used is quantitative non-experimental technique with purposive sampling and criterion sampling. The measuring device used consists of a self-regulated learning measuring instrument adapted from a self-regulated learning measuring instrument from Pintrich and Groot (1990), an emotional exhaustion measuring instrument adapted from a measuring instrument developed by Schaufeli, Martίnez, Marqués-Pinto, Salanova, and Bakker (2002), as well as student engagement measurement instrument adapted from the student engagement measurement instrument from Schaufeli and Bakker (2003). Data were collected at five Islamic boarding schools in Bogor and Bekasi over October - November 2018 involving 424 research participants aged 11-20 years. Based on the results obtained, self-regulated learning negatively and significantly affects emotional exhaustion (tc '= -6.336; p = 0.000 <0.05) and student engagement does not mediate the role of self-regulated learning on emotional exhaustion (tb' = 1.153; p = 0,250> 0,05).

scholarly journals MATHEMATICAL REASONING AND SELF REGULATED LEARNING TOWARDS STUDENTS' PROBLEM SOLVING ABILITY

2019 ◽  
Author(s):  
Agus Setiawan
Keyword(s):  
Problem Solving ◽  
Factorial Design ◽  
Mathematical Reasoning ◽  
Homogeneity Test ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Learning Hypothesis ◽  
Regulated Learning ◽  
Class Viii ◽  
Essay Tests

This research aims to determine: (1) Are there any differences in problem solvingskills between students who have high, medium and low mathematical reasoning,(2) Are there any differences in problem solving skills between students who havehigh and low self regulated learning, (3) Is there any interaction betweenmathematical reasoning and self regulated learning on problem solving abilities.This research is a comparative causal research with factorial design 3 X 2. Thesubjects of this research were students of class VIII A SMP Ma‟arif 1 Metro. Theinstruments used to collect data are problem solving essay tests, mathematicalreasoning tests and questionnaires for self regulated learning. Hypothesis testingused two-way Anova test with unequal cells while Anava prerequisite test was datanormality test and variant homogeneity test. The conclusions of this research are:(1) There are differences in problem solving abilities between students who havehigh, medium and low mathematical reasoning, (2) There are differences inproblem solving abilities between students who have high and low self regulatedlearning, (3) There are interaction between mathematical reasoning and selfregulated learning on problem solving abilities.

SELF-REGULATED LEARNING DAN PROKRASTINASI AKADEMIK PADA MAHASISWA BEKERJA

2018 ◽  
Vol 11 (2) ◽  
pp. 117-125
Author(s):  
Nadya Rizkiyanti Rahmanillah ◽  
Nurul Qomariyah
Keyword(s):  
Purposive Sampling ◽  
Self Regulated Learning ◽  
Regulated Learning

Untuk mahasiswa yang kuliah sambil bekerja, pecahnya konsentrasi antara bekerja dengan kuliah dapat berujung pada prokrastinasi akademik. Beberapa riset memperlihatkan hubungan antara self-regulated learning dan prokrastinasi akademik. Tujuan penelitian ini adalah hendak mengukur pengaruh self-regulated learning dan prokrastinasi akademik pada mahasiswa yang bekerja. Partisipan penelitian ini adalah mahasiswa yang kuliah sambil bekerja sebanyak 121 orang. Teknik sampling yang digunakan adalah purposive sampling. Hasil penelitian menunjukkan bahwa self-regulated learning memiliki pengaruh yang cukup besar terhadap prokrastinasi akademik pada mahasiswa yang bekerja.

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