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"ABSTRAKKemiskinan seringkali merupakan faktor utama kegagalan akademik siswa yang ditandai dengan prestasi belajar yang rendah. Rendahnya prestasi belajar siswa miskin, terutama karena mereka tidak memiliki self regulated learning (SRL). Penelitian ini dilakukan terhadap seorang siswa SMP yang berasal dari keluarga miskin dan memiliki prestasi belajar rendah, dengan menggunakan desain penelitian single subject multifactor baseline (a-b) design. Program intervensi diberikan selama 1 bulan sebanyak 9 sesi, dengan menerapkan model SRL dari Zimmerman, Bonner, dan Kovach (1996). Penerapan model ini bertujuan meningkatkan keterampilan manajemen waktu dan strategi belajar untuk memperbaiki SRL siswa. Program intervensi dilaksanakan melalui tahap self evaluation and monitoring, goal setting and strategy planning, strategic implementation and monitoring serta strategic outcome and monitoring. Hasil penelitian membuktikan bahwa program peningkatan manajemen waktu dan strategi belajar terbukti efektif untuk memperbaiki self regulated learning siswa SMP yang berasal dari keluarga miskin. Hal ini ditunjukan dengan peningkatan skor alat ukur Self Regulated Learning Interview Schedule (SRLIS) dan peningkatan pengetahuan serta strategi yang digunakan siswa dalam belajar sesudah dilakukan intervensi.

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ABSTRACTPoverty frequently becomes the main factor of student academic failure as marked by low academic achievement. Low academic achievement shown by poor students is mainly caused by lack of self regulated learning (SRL). This research is conducted on a junior high school student from a poor family with low academic achievement, using single subject multifactor baseline (A-B) research design. This one-month intervention program comprises of 9 sessions adopting SRL model from Zimmerman, Bonner, and Kovach (1996). The model aims to improve the student's time management skills and learning strategies in order to increase his SRL. Intervention undergoes stages of self evaluation andmonitoring, goal setting and strategy planning, strategic implementation and monitoring and also strategic outcome and monitoring. This research shows that this time management skills and learning strategies program is effective to increase self regulated learning of a junior high school student from a poor family. This is evident in the increase of Self Regulated Learning Interview Schedule (SRLIS) scores and improvement of knowledge and strategies used by the student in his study in post intervention."

"[Underachiever adalah kondisi yang banyak terjadi di kalangan pelajar, termasuk siswa SMP. Baslanti dan McCoach (2006) serta Bondurant (2010) menyatakan bahwa kondisi underachievement terjadi karena siswa tidak mampu melakukan regulasi diri di dalam belajar yang baik. Oleh karena itu, Zimmerman, Bonner, dan Kovach (1996) mengajukan model intervensi untuk siswa dengan underachievement melalui pengajaran 5 keterampilan akademik. Keterampilan akademik tersebut diajarkan kepada siswa guna meningkatkan kemampuan regulasi diri dalam belajar yang mereka miliki. Peneliti menggunakan modeltersebut untuk memberikan intervensi kepada P, siswa SMP dengan tipedisorganized underachiever. Keterampilan akademik yang diajarkan kepada P adalah keterampilan manajemen waktu dan belajar yang lebih efektif. Model intervensi tersebut dikombinasikan dengan sistem organisasi informasi sekolah oleh Peters (2000). Efektivitas dari program intervensi ini dilihat dari kenaikan skor pre dan post-test yang diukur dengan Motivated Strategies for Learning Questionnaire (MSLQ) karya Pintrich dan DeGroot (1990). Peneliti menggunakan versi adaptasi dalam Bahasa oleh Puteri (2013), sehingga lebih sesuai dengan kondisi di Indonesia. Hasil penelitian menunjukkan bahwa program intervensi manajemen waktu meningkatkan kemampuan regulasi diri dalambelajar pada diri P.;Underachiever is a condition that is quite common among students, including junior high school students. Baslanti and McCoach (2006) and Bondurant (2010) states that the condition of underachievement occurs because students are not capable to do self-regulated learning. Therefore, Zimmerman, Bonner, and Kovach (1996) propose a model of intervention for students with underachievement through teaching academic skills. There are five academis skills. The academic skills taught to students in order to improve their ability to doself-regulated learning. Researchers used the model to provide intervention to P, junior high school students with disorganized underachiever type. One of academic skills which taught to P is a time-management skills. The intervention model is combined with a system of organization of school information by Peters (2000). The effectiveness of this intervention program be seen from the increasein scores pre and post-test were measured with the Motivated Strategies for Learning Questionnaire (MSLQ) works by Pintrich and DeGroot (1990). Researchers use the Bahasa version, adaptation version by Putri (2013), so it is more appropriate to the conditions in Indonesia. The results showed that the time management intervention program increases the ability of self-regulated learning., Underachiever is a condition that is quite common among students, includingjunior high school students. Baslanti and McCoach (2006) and Bondurant (2010)states that the condition of underachievement occurs because students are notcapable to do self-regulated learning. Therefore, Zimmerman, Bonner, andKovach (1996) propose a model of intervention for students withunderachievement through teaching academic skills. There are five academisskills. The academic skills taught to students in order to improve their ability to doself-regulated learning. Researchers used the model to provide intervention to P,junior high school students with disorganized underachiever type. One ofacademic skills which taught to P is a time-management skills. The interventionmodel is combined with a system of organization of school information by Peters(2000). The effectiveness of this intervention program be seen from the increasein scores pre and post-test were measured with the Motivated Strategies forLearning Questionnaire (MSLQ) works by Pintrich and DeGroot (1990).Researchers use the Bahasa version, adaptation version by Putri (2013), so it ismore appropriate to the conditions in Indonesia. The results showed that the timemanagement intervention program increases the ability of self-regulated learning.]"

"Penelitian ini bertujuan untuk melihat peran self-regulated learning terhadap student engagement pada siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta. Partisipan penelitian ini adalah 96 siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta yang berada pada jenjang pendidikan SMA dengan rentang usia 15 sampai 18 tahun. Data yang diperoleh diolah menggunakan metode kuantitatif, variabel self-regulated learning diukur dengan Academic Self-Regulated Learning Scale (A-SRL-S) dan variabel student engagement diukur menggunakan Student Engagement Scale (SES). Hasil analisis regresi linear menunjukkan bahwa self-regulated learning (F = 65.417, p < .05) dapat memprediksi student engagement dengan R² = .404 artinya 40% varians skor student engagement dapat dijelaskan oleh self-regulated learning. Hasil penelitian ini memperjelas arah hubungan peran self-regulated learning terhadap student engagement adalah positif. Semakin tinggi skor self-regulated learning yang diperoleh partisipan maka semakin tinggi juga skor student engagement partisipan.

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This study aims to examine the role of self-regulated learning on student engagement in student athletes at the Ragunan Special School for Athletes, Jakarta, Indonesia. The participants of this study were 96 high school level student athletes at the Special School for Athletes in Ragunan, Jakarta, Indonesia with an age range of 15 to 18 years. The data obtained were processed using quantitative methods, self-regulated learning variables were measured using the Academic Self-Regulated Learning Scale (A-SRL-S) and student engagement variables were measured using the Student Engagement Scale (SES). The results from the linear regression analysis showed that self-regulated learning (F = 65,417, p < .05) could predict student engagement with R² = .404, meaning that 40% of the variance in student engagement scores could be explained by self-regulated learning. The results of this study clarify that the relationship between the role of self-regulated learning and student engagement is positive. The higher the self-regulated learning score obtained by the participants, the higher the participant's student engagement score."

"Penelitian ini bertujuan untuk melihat pengaruh pengaruh self-regulated learning siswa atlet terhadap performa non akademik di Sekolah Khusus Olahragawan Ragunan DKI Jakarta. Partisipan penelitian ini adalah siswa atlet yang bersekolah di SKO Ragunan DKI Jakarta yang berjumlah 43 siswa. Penelitian ini menggunakan alat ukur The Self- Regulated Learning yang disusun oleh Toering dkk. (2011) untuk mengukur selfregulated learning yang terdiri dari 6 dimensi, planning, self-monitoring, effort, selfefficay, evaluation, dan reflection. Selain itu, penelitian ini menggunakan Sport Success Scale (SSS) untuk mengukur performa non akademik olahraga pada siswa atlet yang disusun oleh Mousavi dan VaezMousavi (2015). Hasil utama dari analisis regresi linear dalam penelitian ini (F = 51.75, p < 0,05) dengan R² = 0,558 yang berarti terdapat pengaruh self-regulated learning terhadap performa non akademik sebesar 55,8%. Berdasarkan hasil analisis tersebut bahwa terdapat pengaruh self-regulated learning yang signifikan terhadap performa non akademik, sehingga hipotesis alternatif dalam penelitian ini diterima.

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This study aims to examine the effect of student athlete self-regulated learning on nonacademic performance at the Ragunan Special School for Athletes, DKI Jakarta. The participants of this study were student athletes who attended SKO Ragunan DKI Jakarta, totaling 43 students. This study uses a measuring instrument The Self-Regulated Learning compiled by Toering et al (2011) to measure self-regulated learning which consists of 6 dimensions, planning, self-monitoring, effort, self-efficacy, evaluation, and reflection. In addition, this study uses the Sport Success Scale (SSS) to measure non-academic sports performance in student athletes compiled by Mousavi and VaezMousavi (2015). The main result of linear regression analysis in this study (F = 51.75, p <0.05) with R² = 0,558 which means that there is an effect of self-regulated learning on non-academic performance of 55.8%. Based on the results of the analysis that there is a significant effect of self-regulated learning on non-academic performance, so the alternative hypothesis in this study is accepted."

"Proses belajar mengajar di Indonesia mengalami perubahan semenjak pandemi COVID-19. Perubahan terjadi terutama pada metode pembelajaran dari metode tradisional menjadi metode pembelajaran jarak jauh. Kondisi tersebut menuntut seluruh pihak yang terlibat untuk menyesuaikan diri agar tujuan pembelajaran tetap tercapai maksimal. Terdapat karakter pelajar dan pengajar yang berperan terhadap tercapainya proses belajar, yaitu growth mindset, self-regulated learning dan instructors’ scaffolding. Diketahui pada penelitian sebelumnya bahwa self-regulated learning merupakan variabel penghubung terhadap perceived learning. Oleh karena itu, dalam penelitian ini akan melihat peran growth mindset dan instructors’ scaffolding terhadap perceived learning melalui self-regulated learning pada mahasiswa yang mengikuti pembelajaran jarak jauh. Partisipan penelitian sebanyak 561 mahasiswa dari 10 universitas negeri di Indonesia. Analisis dilakukan menggunakan uji structural equation model (SEM) dan diketahui peran growth mindset dan instructors’ scaffolding terhadap perceived learning perlu melalui self-regulated learning terlebih dahulu (RMSEA=0.054, NFI=0.95, CFI=0,97). Growth mindset, instructors’ scaffolding, dan self-regulated learning secara bersama-sama berperan terhadap perceived learning sebesar 34%. Diketahui pula bahwa growth mindet memiliki peran yang kecil dan tidak signifikan terhadap peningkatan perceived learning. Kondisi ini menunjukkan adanya peran variabel lain yang menjembatani hubungan keduanya. Dengan demikian hasil penelitian menunjukkan dosen berperan lebih besar dalam mendukung proses belajar mahasiswa selama pembelajaran jarak jauh terutama dalam masa pandemi untuk mengembangkan karakter mahasiswa yang tepat.

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During pandemic COVID-19 period, learning method has changed to distance learning in Indonesia. Students and teachers are the center of learning process, therefore they have to adapt faster along with that condition. To obtain learning outcome, students and teachers have to develop growth mindset, instructors’ scaffolding and self-regulated learning. Therefore, the purpose of this study is to explain the effect between growth minset and instructors’ scaffolding towards perceived learning through self-regulated learning. The subject of the research were 561 undergraduate student from top-10-ranked state universities in Indonesia. The data was analyzed by structural equation model (SEM). The result indicates that the effect of growth minset and instructors’ scaffolding towards perceived learning through self-regulated learning was significant (RMSEA=0.054, NFI=0.95, CFI=0,97). The result showed that growth mindset, instructor’s scaffolding, and self-regulated learning affect the perceived learning by 34%. However, the growth mindset have no significant direct effect through the increase of perceived learning. Therefore, another variabel might mediate the effect.This research showed that lecturers role was the key to promote self-regulated learning and perceived learning in undergraduate student during pandemi COVID-19."

"Penelitian menguji kontribusi parental beliefs dan self-regulated learning siswa secara bersama-sama terhadap pemahaman bacaan siswa SMP di Bali. Pengujian untuk melihat kontribusi antara parental beliefs suku Bali terhadap pemahaman bacaan siswa dan kontribusi self-regulated learning terhadap pemahaman bacaan juga dilakukan secara terpisah. Sampel penelitian ini terdiri dari 71 anak yang merupakan siswa SMP dan orang tua yang berasal dari suku Bali yang berdomisili di Kabupaten Karangasem, Bali. Sampel penelitian diperoleh dengan menggunakan metode nonprobability sampling melalui teknik convenience sampling. Dalam penelitian digunakan alat ukur yang berupa pertanyaan terbuka untuk mengukur pemahaman bacaan siswa, alat ukur The Parental Beliefs Questionnaire untuk mengukur beliefs orang tua dan Motivated Strategies for Learning untuk mengukur self-regulated learning siswa, dan pengukuran IQ menggunakan CFIT 2A. Data penelitian dianalisis dengan menggunakan analisis regresi berganda dan analisis regresi sederhana yang dilakukan dengan menggunakan SPSS 23 serta analisis kualitatif. Hasil penelitian menunjukkan bahwa parental beliefs dan self-regulated learning siswa secara bersama-sama memengaruhi pemahaman bacaan siswa SMP di Bali. Begitu pula dengan self-regulated learning yang berpengaruh secara signifikan positif terhadap pemahaman bacaan. Akan tetapi, parental beliefs tidak memiliki kontribusi langsung secara positif terhadap pemahaman bacaan. Pada penelitian selanjutnya perlu mengukur beliefs dan perilaku dari orang tua sekaligus terkait dengan pemahaman bacaan pada siswa SMP.

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The research examined the contribution of parental beliefs and students' self-regulated learning simultaneously toward students' reading comprehension of junior high school in Bali. The separate examination has also been carried out namely the contribution of Balinese parental beliefs on students' reading comprehension and the contribution of students' self-regulated learning on reading comprehension. The sample of this research consisted of 71 junior high school students and Balinese parents living in Kabupaten Karangasem, Bali. This research sample was obtained using the nonprobability sampling method through convenience sampling technique.

The research used questionnaires taken from Reading Comprehension Measuring Tools in order to measure students' reading comprehension, The Parental Beliefs Questionnaire to measure parents' beliefs and Motivated Strategies for Learning to measure students' self-regulated learning and CFIT 2A to measure students' intelligence. The research data were analyzed using multiple regression analysis and simple regression analysis conducted using SPSS 23 and qualitative analysis.

The results showed that parental beliefs and students' self-regulated learning simultaneously influenced students' reading comprehension in Bali. Students' self-regulated learning also had a significantly positive effect on reading comprehension. However, Balinese's parental beliefs did not directly contribute to reading comprehension. Thus, for further research it is necessary to measure the effect of parents' beliefs and behaviours simultaneously on students' reading comprehension in junior high school."

"ABSTRAKSiswa dengan underachievement pada pelajaran Matematika menunjukkan adanya prestasi yang lebih rendah dari potensi yang sesungguhnya dimiliki. Kesenjangan antara prestasi dan potensi siswa ini disebabkan oleh rendahnya regulasi diri dalam belajar Matematika. Penerapan Self Regulation Empowerment Program SREP merupakan salah satu alternatif untuk meningkatkan regulasi diri dalam belajar yang diberikan secara individual. Penelitian yang berdesain single subject experimental study ini bertujuan untuk menguji efektivitas SREP dalam meningkatkan regulasi diri dalam belajar sekaligus prestasi Matematika pada siswa dengan underachievement di SMP. Data diperoleh melalui alat ukur Motivated Strategies and Learning Questionnaire MSLQ , Self Regulated Learning SRL Microanalysis, dan tes prestasi Matematika. Melalui pengujian statistik yaitu reliability change index RCI disertai dengan analisis kualitatif, diketahui bahwa SREP dapat memberikan peningkatan signifikan pada regulasi diri dalam belajar RCI = 3.07, p 6 menurut Perels, Dignath, Smith, 2009 pada siswa dengan underachievement pada siswa SMP. Ketika dilakukan follow up, siswa menggunakan aplikasi dari tahapan regulasi diri dalam belajar tidak hanya di pelajaran Matematika, tetapi juga pelajaran lainnya seperti IPA, IPS, Bahasa Indonesia dan Bahasa Inggris.

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ABSTRACTStudents with underachievement in Mathematics had actual achievement that falls below their potential achievement. This kind of discrepancy could be caused by their self regulated learning. Self Regulation Empowerment Program SREP intervention was an alternative way to enhance self regulated learning. This single subject experimental study aimed to determine the effectiveness of SREP in enhancing both self regulated learning and Mathematics achievement for student with underachievement in middle school. The data was collected by using Motivated Strategies and Learning Questionnaire MSLQ , Self Regulated Learning SRL Microanalysis, and Mathematics achievement test and analyzed by using reliability change index RCI and qualitative method of analysis. The result showed that SREP was able to enhance self regulated learning significantly RCI 3.07, p 6 based on Perels, Dignath, Smith, 2009 for students who have underachievement in middle school. Follow up data showed that students also has applied stages of self regulated learning not only in Mathematics but also in other school subjects such as science, social science, Bahasa, and English."

"Penelitian ini dilakukan untuk melihat apakah pemberian program intervensi efektif mengembangkan regulasi diri dalam belajar pada siswa underachiever. Program intervensi yang dilaksanakan merupakan modifikasi dari Self-Regulated Empowerment Program (Cleary & Zimmerman, 2004). Penelitian menggunakan single subject design dengan melibatkan satu orang siswa SMP underachiever yang berusia 12 tahun. Hasil dari penelitian ini menunjukkan bahwa program intervensi efektif memberikan perubahan pada level kognitif. Agar program intervensi efektif untuk perubahan perilaku regulasi diri dalam belajar siswa, waktu pelaksanaan perlu lebih panjang disertai dengan pendampingan pada siswa.

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This study was conducted to see whether the provision of effective intervention program make underachiever student have self-regulation in learning. Intervention program was a modification of Self-Regulated Empowerment Program (Cleary & Zimmerman, 2004). This study was using single subject research design involving a junior high underachiever aged 12 years old. Results showed that the intervention program effective at the cognitive level. Longer time with program administration and accompanimed with mentoring program recommended for encouraging changes in the student?s self-regulated learning behavior."

"Data aktivitas pada Learning Management System (LMS) yang digunakan di Universitas XYZ mengalami pertumbuhan yang signifikan dan tidak terbendung. Hal ini menimbulkan tantangan dalam pemrosesan dan analisis data tersebut. Penelitian ini melakukan pemrosesan data aktivitas mahasiswa secara streaming dan analisis untuk menemukan pola aktivitas mahasiswa di LMS. Pola aktivitas yang diidentifikasi menggunakan snapshot pada periode minggu pertama perkuliahan, minggu Ujian Tengah Semester (UTS), minggu sebelum Ujian Akhir Semester (UAS), dan pada saat minggu UAS. Analisis dilakukan dengan algoritma data mining menggunakan teknik clustering dengan mengambil snapshot data pada mata kuliah Metodologi Penelitian dan Penulisan Ilmiah semester genap 2018/2019. Algoritma dari teknik clustering yang disimulasikan adalah K-Means dan agglomerative hierarchical clustering dengan menggunakan evaluasi silhouette index untuk menentukan pola dengan jumlah cluster yang sesuai. Dari eksperimen terhadap algoritma clustering, algoritma agglomerative hierarchical clustering menjadi algoritma terbaik dalam mengelompokan aktivitas mahasiswa pada periode minggu pertama, minggu UTS, minggu sebelum UAS, dan minggu UAS. Hasil clustering memperlihatkan bahwa terdapat perbedaan pola aktivitas antara periode minggu pertama, minggu UTS, minggu sebelum UAS, dan minggu UAS, di mana terjadinya peningkatan aktivitas dan terdapat perbedaan pola cluster menjelang minggu UAS. Secara umum, pola cluster terdiri dari mahasiswa yang tidak self-regulated dan mahasiswa yang self-regulated. Mahasiswa yang tidak self-regulated dapat dilakukan intervensi oleh dosen untuk dapat meningkatkan pembelajarannya.

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Activity data on the Learning Management System (LMS) used at XYZ University is experiencing significant and continuous data growth. This poses challenges in processing and analyzing such data. This study performs streaming student activity data processing and analysis to find patterns of student activity in LMS. Activity patterns identified using snapshots in the period of the first week of lectures, the week of the mid-term exam, the week before the final exam, and during the final exam week. The analysis was carried out by data mining algorithms using clustering techniques using snapshot of Research Methodology and Scientific Writing course in the term of even semester 2018/2019. The algorithm of the simulated clustering technique is K-Means and agglomerative hierarchical clustering using silhouette index evaluation to determine the pattern with the optimal number of clusters. From experiments on the clustering algorithm, the hierarchical clustering algorithm became the best algorithm in clustering student activities in the first week of lectures, mid-term exam weeks, the week before final exam, and final exam weeks. The clustering results show that there are differences in activity patterns between the first week, mid-term exam week, the week before final exam, and final exam week, where there is an increase in activity and there are differences in cluster patterns before the exam week. In general, the pattern consists of non-self-regulated students and self-regulated students. Non-self-regulated students can be intervened by lecturers to improve their learning"

"Kondisi pandemi COVID-19 membuat para siswa memiliki potensi academic burnoutyang tinggi. Terlebih lagi dengan adanya kebijakan PJJ yang mengharuskan setiap siswaatau mahasiswa harus dapat meregulasi dirinya dengan baik secara mandiri. Penelitian inibertujuan untuk melihat hubungan antara regulasi diri dan academic burnout padamahasiswa Fakultas Kedokteran tahun pertama dalam masa pandemi. Regulasi diridiukur menggunakan Short Self-Regulation Questionnaire (SSRQ) yang berjumlah 31item, sedangkan academic burnout diukur menggunakan Maslach Burnout Inventory -Student Survey (MBI-SS) yang berjumlah 15 item. Partisipan penelitian ini adalah 211mahasiswa Fakultas Kedokteran tahun pertama dengan rentang usia 16-21 tahun. Hasilpenelitian ini menunjukkan bahwa regulasi diri berperan sebagai prediktor yangsignifikan (r(209) = -0.55, p < 0.001) dan berkontribusi sebesar 30.25 % terhadapacademic burnout mahasiswa Fakultas Kedokteran tahun pertama dalam masa pandemi.Ketika individu dapat meregulasi dirinya dengan baik, maka individu cenderung dapatmengatasi academic burnout yang dirasakannya. Penelitian ini memberikan implikasibahwa kemampuan regulasi diri mahasiswa perlu mendapat perhatian agar mahasiswadapat mengatasi academic burnout yang dihadapinya sehari-hari.

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The conditions of the COVID-19 pandemic make students have high potential for

academic burnout. Moreover, with the PJJ policy that requires every student or college

student to be able to regulate themselves well independently. This study aims to examine

the relationship between self-regulation and academic burnout among first-year medical

students in the pandemic period. Self-regulation is measured using the Short Self-

Regulation Questionnaire (SSRQ) which uses 31 items, while academic burnout is

measured using the Maslach Burnout Inventory - Student Survey (MBI-SS) which is

determined by 15 items. Participants in this study were 211 first-year medical students

ranging in age from 16-21 years. The results of this study indicated that self-regulation

was a significant predictor (r(209) = -0.55, p < 0.001) and contributed 30.25% to the

academic burnout of first-year medical students in the pandemic period. When individuals

can regulate themselves well, they tend to be able to overcome the academic burnout.

This research implies that students' self-regulation abilities should be improved so that

students can overcome the academic burnout they face on a daily basis."