scholarly journals The Effect of Self-Regulated Learning (SRL) On Academic Procrastination In Class XI Students of Senior High School 2 Purbalingga, Indonesia

2021 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
M. Salim Anwar ◽  
Retno Dwiyanti
Keyword(s):  
High School ◽  
Student Learning ◽  
Significant Influence ◽  
Self Regulation ◽  
The Other ◽  
Educational Institutions ◽  
Academic Procrastination ◽  
Learning Methods ◽  
Self Regulated Learning ◽  
Regulated Learning

Academic procrastination is one of the problems experienced by students, which is caused by feeling tired or bored. While on the other hand, students need the ability to organize themselves to achieve their goals. This study aims to determine the effect of self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The hypothesis proposed in this study is that self-regulated learning has a significant effect on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The sample of this research is the students of class XI SMA Negeri 2 Purbalingga with a total of 80 students. Data were collected by using several instruments in the form of academic procrastination scale and self-regulated learning scale. The academic procrastination scale has a reliability of 0.741 and a self-regulated learning scale of 0.744. The results of the analysis show that the calculated F is 146.734 with a coefficient of p = 0.000 (p<0.01), t = -12.113. It can be concluded that the hypothesis is accepted, namely that there is a significant influence between self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga and self-regulated learning. It has an effect of 65.3% on academic procrastination (R = square = 0.653). For educational institutions, the results of this study can be a contribution to the thought of psychology to design various learning methods that lead to the concept of self-regulation in student learning in order to reduce academic procrastination.

scholarly journals PENGARUH TEMAN SEBAYA DAN REGULASI DIRI DALAM BELAJAR PADA MAHASISWA

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Dede Sumia ◽  
Vira Sandayanti ◽  
Ade Utia Detty
Keyword(s):  
College Students ◽  
Student Learning ◽  
Peer Influence ◽  
Self Regulation ◽  
Academic Goals ◽  
Cross Sectional ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Spearman Test

ABSTRACT : PEER INFLUENCE AND SELF REGULATED LEARNING IN COLLEGE STUDENTS Self-regulated learning is an independent and active way of learning to achieve academic goals. Peers have a significant role in the development of students' ability to process information and increase learning motivation. This study aims to determine the relationship between peer influence and self-regulation in student learning. This study used a quantitative approach with a cross sectional design. The research sample consisted of 123 students of the Malahayati University Faculty of Medicine. Data analysis using the Spearman test on the SPSS 20 application with a significance level in this study was set with a value of p <0.05. The results showed a significant positive relationship between peer influence and self-regulation in student learning. The results of this study have implications related to the development of self-regulated learning through the role of peers. Keyword: Self Regulated Learning, Peer Influence, College Students  Regulasi diri dalam belajar (self regulated learning) adalah cara belajar mahasiswa aktif secara individu untuk mencapai tujuan akademik.Teman sebaya memiliki peran yang signifikan dalam perkembangan kemampuan mahasiswa memproses informasi dan meningkatkan motivasi belajar. Penelitian ini bertujuan untuk mengetahui hubungan pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan cross sectional. Sampel penelitian berjumal 123 mahasiswa Fakultas Kedokteran Universitas Malahayati. Analisis data menggunakan uji Spearman pada aplikasi SPSS 20 dengan tingkat kemaknaan pada penelitian ini ditetapkan dengan nilai p < 0,05. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara pengaruh teman sebaya dengan regulasi diri dalam belajar pada mahasiswa. Hasil penelitian ini memberikan implikasi terkait pengembangan self regulated learning melalui peran teman sebaya. Kata Kunci: Regulasi diri dalam belajar, Pengaruh Teman Sebaya, Mahasiswa

scholarly journals Hubungan Regulasi Diri dengan Prokrastinasi Akademik

2021 ◽  
Vol 1 (10) ◽  
pp. 861-866
Author(s):  
Sedyawati Sedyawati
Keyword(s):  
Data Analysis ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Class Viii ◽  
The Relationship

Abstract: Academic procrastination is a behavioral tendency to procrastinate tasks that occur in students. Factors that influence it include the lack of strategies in self-regulation or self-regulation (self-regulated learning). As one of the countries affected by the COVID-19 pandemic, Indonesia is implementing learning from home. In this condition, students are expected to have skills in managing themselves in learning during the learning process from home. This quantitative study examines the relationship between self-regulated learning and students' academic procrastination during the pandemic. The population of this research is the students of SMP Negeri 6 Malang, and the research sample uses random cluster sampling so that the number of students obtained is 168 consisting of class VII, class VIII, and class IX. The data collection uses a self-regulated learning scale and an academic procrastination scale on google forms distributed through online class Whatsapp groups. The data analysis technique used is a bivariate correlation to determine the relationship between the two variables. The data analysis results showed no significant relationship between self-regulated learning and students' academic procrastination. Abstrak: Prokrastinasi akademik merupakan kecenderungan perilaku menunda-nunda tugas yang terjadi pada siswa. Faktor yang mempengaruhi prokrastinasi akademik, antara lain kurangnya strategi pengaturan diri atau regulasi diri. Regulasi diri dibutuhkan siswa, terutama dalam kondisi kurang menguntungkan pada saat ini yaitu pandemi covid-19. Situasi saat ini menuntut siswa memiliki keterampilan mengatur diri yang baik agar terhindar dari kebiasaan menunda-nunda tugas. Tujuan penelitian ini untuk mengetahui hubungan antara regulasi diri dan prokrastinasi akademik selama pandemi covid-19. Populasi penelitian adalah siswa SMP Negeri 6 Malang, teknik pengambilan sampel menggunakan cluster random sampling dan diperoleh 167 siswa kelas VII, kelas VIII dan kelas IX. Pengumpulan data menggunakan skala regulasi diri dan skala prokrastinasi akademik. Teknik analisis data penelitian yaitu korelasi bivariat. Hasil analisis data menunjukkan bahwa tidak ada hubungan yang signifikan antara regulasi diri dengan prokrastinasi akademik siswa selama pandemi covid-19.

scholarly journals Analysis of Junior High School Students’ Problem-solving Ability Reviewed from Self-regulated Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
A S Bayuningsih ◽  
B Usodo ◽  
S Subanti
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Junior High School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

<p class="Abstract">Problem-solving ability in mathematics is a primary means to understand a problem and develop the students ' ability in solving a problem. Step in solving problems are categorized to understanding the problem, devising a plan, carrying out the plan and reflection. This research used a descriptive method aimed to identify the problem-solving ability among junior high school students and review from students self-regulated learning (SRL).The subjects of the research were taken by one student in each SRL category (high, medium, and low) which then given the problem-solving test and the result was triangulated by interview. Based on the research, it can be stated that the students with high self-regulation can solve a mathematical problem by applying first indicator, the second indicator, third indicator, but they cannot apply the fourth indicator. The students with medium self-regulation can apply the first indicator and second indicator while they are still having the problem in third indicator and fourth indicator. The students with low category self-regulation cannot apply all of those in solving the mathematical problem.</p>

scholarly journals DEVELOPMENT TEXTBOOK WITH PROBLEM POSING METHOD TO IMPROVE SELF REGULATED LEARNING AND UNDERSTANDING CONCEPT

2019 ◽  
Vol 7 (1) ◽  
pp. 88
Author(s):  
Eni Fariyatul Fahyuni
Keyword(s):  
High School ◽  
Student Learning ◽  
Junior High School ◽  
Junior High ◽  
T Test ◽  
Problem Posing ◽  
Teaching Material ◽  
Self Regulated Learning ◽  
Alternative Teaching ◽  
Regulated Learning

This research to: (1) assess textbook validity, (2) assess textbook practicality, and (3) measure textbook effectiveness to improve self regulated learning and understanding concepts in 2 Porong Junior high school. The development textbook with problem posing method refers to the Dick and Carey models. Data collected with questionnaires, observations, and pretest posttest which analyzed by t-test. The following results of textbook 3.88 (valid). The result of textbook 3.87 (practical). The results of textbooks 3.89 (effective). The textbook developed can be an alternative teaching material to support student learning

The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

2020 ◽  
Vol 12 (3) ◽  
pp. 49-65
Author(s):  
Tami Seifert ◽  
Carla Har-Paz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

scholarly journals Strategi Self-Regulated Learning untuk Menurunkan Tingkat Prokrastinasi Akademik Siswa

2016 ◽  
Vol 3 (2) ◽  
pp. 153-170
Author(s):  
Muhammad Iqbalul Ulum
Keyword(s):  
Learning Strategy ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Academic Procrastination ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Group Data ◽  
Regulated Learning ◽  
Quasi Experimental

Academic procrastination is a behavior that should be avoided by students because it would give a bad influence, especially the academic achievement. One of the factors that lead to academic procrastination is lack of self-regulation in learning. Therefore, it is necessary for students to have self-regulated learning. This research aimed to test the self-regulated learning strategy to reduce the level of academic procrastination XI grade student of SMAN 1 Ngamprah of the academic year 2015/2016 West Bandung Regency. The method used is a quasi-experimental nonequivalent (pretest and posttest) control group design. Sampling was done by using purposive sampling technique. Instrument used is The Academic Procrastination State Inventory (APSI) developed by Henri C. Schouwenburg. The sample are 68 students whereas devided into experiment and control group. Data analyzed using the Mann-Whitney test. Result shows that self-regulated learning are effective for lowering the level of academic procrastination.

The Development of Measures of Self–Regulative Knowledge and its Relationship to Self–Regulated Learning: A Preliminary Study

2012 ◽  
Author(s):  
Melissa Ng Lee Yen Abdullah ◽  
Kamariah Abu Bakar ◽  
Samsilah Roslan ◽  
Su Luan Wong ◽  
Puteri Zabariah Abd. Rahman
Keyword(s):  
Secondary Schools ◽  
Key Words ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
The Other ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Preliminary Study ◽  
Knowledge Scale

Kajian ini menghasilkan sebuah instrumen untuk mengukur pengetahuan tentang strategi pembelajaran aturan kendiri. Ia juga mengkaji hubungan antara pengetahuan tersebut dengan pembelajaran aturan kendiri. Sampel kajian terdiri daripada 322 pelajar dari dua buah sekolah menengah. Pengetahuan pelajar tentang strategi pembelajaran diukur dengan Self–Regulative Knowledge Scale yang dihasilkan dalam kajian ini. Pembelajaran aturan kendiri pula diukur dengan Learning Strategies Subscale (Pintrich, et al., 1991). Skala yang dihasilkan didapati sahih dan boleh dipercayai. Selain itu, dapatan kajian menunjukkan bahawa pengetahuan pelajar tentang strategi pembelajaran aturan kendiri mempunyai hubungan yang positif dan signifikan dengan pembelajaran aturan kendiri mereka. Kata kunci: Pengetahuan aturan kendiri; alat ukur; pembelajaran aturan kendiri; strategi–strategi pembelajaran; aturan kendiri This study produced an instrument to gauge self–regulative knowledge. It also looked into the relationships between such knowledge and self–regulated learning. The sample consisted of 322 students from two secondary schools. Self–regulative knowledge was measured by the Self–Regulative Knowledge Scale, developed in this study. Self–regulated learning, on the other hand, was measured by the Learning Strategies Subscale (Pintrich, et al., 1991). The newly developed instrument was found to be valid and reliable. In addition, the results showed that students’ self–regulative knowledge was positively and significantly related to their self–regulated learning. Key words: Self–regulative knowledge; scale; self–regulated learning; learning strategies; self–regulation.

scholarly journals ENVIRONMENT EFFECT IN SELF-REGULATED LEARNING

2020 ◽  
Vol 1 (2) ◽  
pp. 62
Author(s):  
Fernando Saragih
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Parenting Style ◽  
Peer Group ◽  
Self Regulation ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

This study aims at finding and analyzing the influence of parenting style and peer group toward the self regulated learning. These goals are considerably based on the lack of student learning independence occurred during the learning process at school. The theory used in this research is the social cognitive of self regulation. This theory explains that the learning independence is formed by individual, behavior, and the environment.  This is a quantitative research using an explanatory survey method with the questionnaires as the technique of data collection. They consisted of 32 statements which had been evaluated and were valid and reliable to be tested on the respondents. The simple random sampling was applied in order to choose 120 high school students in Purwakarta. All the data were then analyzed by applying the multiple regressions using SPSS. The result of this research shows that there is a positive and a significant effect between the parenting parents and peer group toward the student learning independence. Therefore, parents should adjust the parenting model to the children’s condition as well as implement the values and the basic principles in addition, the role of peer groups is also needed to develop basic values and provide motivation to become more independent figures.Keywords: self regulated learning, Character building, parenting style, peer group, social interactions  

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