PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP
Abstract — This study examined the role of ‘SMART’ strategy in enhancing the Self-Regulation Learning (SRL) of Junior High School (SMP) students whose scores were under the school’s passing grade (KKM). Self-regulated learning (SRL) is a process in which a learner activates his thought (cognition),...
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| Format: | Article |
| Language: | English |
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Konsorsium Psikologi Ilmiah Nusantara
2017-05-01
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| Series: | Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology |
| Subjects: | |
| Online Access: | https://jpu.k-pin.org/index.php/jpu/article/view/69 |
| _version_ | 1818459151385231360 |
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| author | Krishervina R. Lidiawati |
| author_facet | Krishervina R. Lidiawati |
| author_sort | Krishervina R. Lidiawati |
| collection | DOAJ |
| description | Abstract — This study examined the role of ‘SMART’ strategy in enhancing the Self-Regulation Learning (SRL) of Junior High School (SMP) students whose scores were under the school’s passing grade (KKM). Self-regulated learning (SRL) is a process in which a learner activates his thought (cognition), feeling (affection), and behavior and which is expected to help students achieve learning objectives systematically (Zimmerman & Schunk, 2001). SMART (Specific, Measureable, Attention, Realistic, and Time) is a strategy in a SRL process. There were 10 students who participated in this study; 6 males and 4 females. This study used quantitative action research which consisted of two cycles in each of which the researcher measured and evaluated the findings. Using the different paired sample t-test, the result of the first cycle showed that there was no significant change in the participants’ self-regulation (t = 1.476, p > .05). In the second cycle, it was also shown that there was no significant change of SRL score in post-test 1 and post-test 2 (t = 0.152, p > .05).
Abstrak — Penelitian ini mengkaji peran pelatihan strategi ‘SMART’ dalam meningkatkan Self-regulated learning (SRL) pada siswa SMP yang memiliki nilai di bawah Kriteria Ketuntasan Minimal (KKM). Self-regulated learning (SRL) adalah suatu proses di mana seorang peserta didik mengaktifkan pikirannya (cognition), perasaannya (affect), dan perilaku (behavior) secara sistematis yang berorientasi pada pencapaian tujuan pembelajaran (Zimmerman & Schunk, 2001). SMART (Specific, Measurable, Action, Realistic, dan Time) merupakan strategi dalam pembentukan SRL. Jumlah partisipan dalam penelitian ini adalah 10 orang yang terdiri dari 6 laki-laki dan 4 perempuan. Penelitian ini menggunakan metode kuantitatif action research. Penelitian ini terdiri dua siklus, pada masing-masing siklus dilakukan pengukuran untuk mengevaluasi hasil penelitian. Hasil penelitian pada siklus pertama dengan uji beda paired sample t-test menunjukkan tidak adanya perubahan regulasi diri yang signifikan pada partisipan (t = 1.476, p > .05). Pada siklus kedua juga menunjukkan tidak adanya perubahan skor SRL secara signifikan pada post-test 1 dan post-test 2 (t = 0.152, p > .05). |
| first_indexed | 2024-12-14T23:09:48Z |
| format | Article |
| id | doaj.art-ff66c34df6e14f3aa23a9a8283a7cb82 |
| institution | Directory Open Access Journal |
| issn | 2088-4230 2580-1228 |
| language | English |
| last_indexed | 2024-12-14T23:09:48Z |
| publishDate | 2017-05-01 |
| publisher | Konsorsium Psikologi Ilmiah Nusantara |
| record_format | Article |
| series | Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology |
| spelling | doaj.art-ff66c34df6e14f3aa23a9a8283a7cb822022-12-21T22:44:14ZengKonsorsium Psikologi Ilmiah NusantaraJurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology2088-42302580-12282017-05-013215816810.24854/jpu22016-6955PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMPKrishervina R. LidiawatiAbstract — This study examined the role of ‘SMART’ strategy in enhancing the Self-Regulation Learning (SRL) of Junior High School (SMP) students whose scores were under the school’s passing grade (KKM). Self-regulated learning (SRL) is a process in which a learner activates his thought (cognition), feeling (affection), and behavior and which is expected to help students achieve learning objectives systematically (Zimmerman & Schunk, 2001). SMART (Specific, Measureable, Attention, Realistic, and Time) is a strategy in a SRL process. There were 10 students who participated in this study; 6 males and 4 females. This study used quantitative action research which consisted of two cycles in each of which the researcher measured and evaluated the findings. Using the different paired sample t-test, the result of the first cycle showed that there was no significant change in the participants’ self-regulation (t = 1.476, p > .05). In the second cycle, it was also shown that there was no significant change of SRL score in post-test 1 and post-test 2 (t = 0.152, p > .05). Abstrak — Penelitian ini mengkaji peran pelatihan strategi ‘SMART’ dalam meningkatkan Self-regulated learning (SRL) pada siswa SMP yang memiliki nilai di bawah Kriteria Ketuntasan Minimal (KKM). Self-regulated learning (SRL) adalah suatu proses di mana seorang peserta didik mengaktifkan pikirannya (cognition), perasaannya (affect), dan perilaku (behavior) secara sistematis yang berorientasi pada pencapaian tujuan pembelajaran (Zimmerman & Schunk, 2001). SMART (Specific, Measurable, Action, Realistic, dan Time) merupakan strategi dalam pembentukan SRL. Jumlah partisipan dalam penelitian ini adalah 10 orang yang terdiri dari 6 laki-laki dan 4 perempuan. Penelitian ini menggunakan metode kuantitatif action research. Penelitian ini terdiri dua siklus, pada masing-masing siklus dilakukan pengukuran untuk mengevaluasi hasil penelitian. Hasil penelitian pada siklus pertama dengan uji beda paired sample t-test menunjukkan tidak adanya perubahan regulasi diri yang signifikan pada partisipan (t = 1.476, p > .05). Pada siklus kedua juga menunjukkan tidak adanya perubahan skor SRL secara signifikan pada post-test 1 dan post-test 2 (t = 0.152, p > .05).https://jpu.k-pin.org/index.php/jpu/article/view/69self-regulated learningsocial cognitive theoryadolescenceself-regulated learningteori kognitif sosialremaja |
| spellingShingle | Krishervina R. Lidiawati PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology self-regulated learning social cognitive theory adolescence self-regulated learning teori kognitif sosial remaja |
| title | PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP |
| title_full | PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP |
| title_fullStr | PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP |
| title_full_unstemmed | PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP |
| title_short | PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP |
| title_sort | peran pelatihan strategi smart dalam meningkatkan self regulated learning srl pada siswa smp |
| topic | self-regulated learning social cognitive theory adolescence self-regulated learning teori kognitif sosial remaja |
| url | https://jpu.k-pin.org/index.php/jpu/article/view/69 |
| work_keys_str_mv | AT krishervinarlidiawati peranpelatihanstrategismartdalammeningkatkanselfregulatedlearningsrlpadasiswasmp |