Hasil Pencarian  ::  Simpan CSV :: Kembali

"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.

---

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."

"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.

---

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."

"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.

---

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."

"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.

---

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."

"Universal Design Learning (UDL) menjadi salah satu upaya dalam memenuhi hak pendidikan bagi Mahasiswa Berkebutuhan Khusus (MBK). Penelitian ini bertujuan untuk melihat peran regulasi diri dosen terhadap praktik Universal Design Learning (UDL) di Perguruan Tinggi Indonesia. Penelitian ini dilakukan dengan metode kuantitatif yang melibatkan 249 partisipan dalam penelitian non-eksperimental. Variabel praktik UDL diukur menggunakan Inclusive Teaching Strategies Inventory (ITSI) versi Bahasa Indonesia, sedangkan variabel Regulasi Diri diukur menggunakan Teachers Self-Regulation Scale (TSRS). Adapun analisis yang digunakan adalah analisis regresi linear sederhana dalam menguji hipotesis. Hasil menunjukan terdapat peran yang signifikan dari regulasi diri terhadap praktik UDL F(1,253) = 20.23, p <0,001), R2= 0.245. Berdasarkan hasil tersebut, dapat disimpulkan bahwa semakin tinggi tingkat regulasi diri dosen, maka semakin tinggi pula tingkat praktik UDL dalam praktik pengajarannya.

---

Universal Design Learning (UDL) is one of the way to fulfill the educational rights of Students with Special Needs. This research aims to understand the role of Lecturer’s self-regulation in the implementation of Universal Design Learning (UDL) in Indonesian Higher Education. This research was conducted using quantitative methods, involving 249 participants in non-experimental research. The UDL practice variable was measured using the Indonesian version of the Inclusive Teaching Strategies Inventory (ITSI), while the Self-Regulation variable was measured using the Teachers Self-Regulation Scale (TSRS).In this research, we used simple linear regression analysis to test the hypothesis. The result showed that there is a significant role of self-regulation on UDL practice F(1,253) = 20.23, p <0.001), R2= 0.245. From the result it can be said that the higher level of lecturer’s self-regulation, results in the higher level of UDL implementation in their teaching practice."

"Penelitian ini bertujuan untuk melihat peran Self-Regulated Learning terhadap Academic Resilience siswa Sekolah Khusus Olahragawan (SKO) Ragunan DKI Jakarta dengan maksimal usia partisipan adalah 18 tahun dengan 96 partisipan. Instrumen yang digunakan dalam penelitian ini adalah Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS) dan. Hasil analisis regresi linier pada penelitian ini menunjukkan bahwa Self-Regulated Learning (F = 29.1, p < .05) dapat secara signifikan memprediksikan Academic Resilience dengan R² =.237, yang artinya 23% varians skor Academic Resilience dapat dijelaskan oleh Self-Regulated Learning. Hasil penelitian ini memperkuat bukti penelitian yang menggambarkan adanya peranan yang signifikan pada Self-Regulated Learning dalam memprediksikan kemampuan Academic Resilience siswa SKO.

---

This study aims to investigate the role of Self-Regulated Learniing in predicting Academic Resilience of Students Athletes at Special School of Sports Ragunan DKI Jakarta in Pandemic Era. The participants of this study were 96 students of SKO Ragunan DKI Jakarta with maximum age of 18 years. The research instrument used is the Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS). The results of liniear regression anlysis show that Self-Regulated Learning (F = 29.1, p < .05) can predict Academic Resilience with R² =.237, which means that 23% of the varians Academic Resilience scores can be explained by Self-Regulated Learning. The results of this study can clarify the direction of the relationship between Self-Regulated Learning and Academic Resilience in student athletes at SKO Ragunan DKI Jakarta in pandemic era"

"Dalam memenuhi tanggung jawab peran ganda sebagai siswa atlet, dibutuhkan strategi pembelajaran yang dapat memaksimalkan aspek akademik. Strategi Self-Regulated Learning terbukti memiliki dampak positif di berbagai aspek. Kualitas proaktif siswa dalam Self-Regulated Learning salah satunya berasal dari keyakinan motivasional. Oleh karena itu, penelitian ini bertujuan untuk melihat peran motivasi intrinsik dalam memprediksi Self-Regulated Learning siswa atlet di SKO Ragunan DKI Jakarta. Partisipan penelitian ini adalah 86 siswa atlet SKO Ragunan DKI Jakarta dengan usia maksimal 19 tahun. Instrumen penelitian yang digunakan yaitu Skala Motivasi Intrinsik dan Academic Self-Regulated Learning Scale (A-SRL-S). Hasil analisis regresi linear menunjukkan bahwa motivasi intrinsik (F = 46.5, p < .05) dapat memprediksi Self-Regulated Learning dengan R² = .356, yang artinya 35% varians skor Self-Regulated Learning dapat dijelaskan oleh motivasi intrinsik. Hasil penelitian ini memperjelas arah hubungan kedua variabel tersebut, yang mana motivasi intrinsik berperan secara signifikan dalam memprediksi kemunculan Self-Regulated Learning pada siswa atlet.

---

In order to fulfilling dual responsibilities as student-athletes, learning strategies are needed that can maximize academic aspects. Self-Regulated Learning strategy is proven to have a positive impact in various aspects. One of the proactive qualities of students in Self-Regulated Learning comes from motivational beliefs. Therefore, this study aims to examine the role of intrinsic motivation in predicting Self-Regulated Learning of student athletes at SKO Ragunan DKI Jakarta. The participants of this study were 86 students of SKO Ragunan DKI Jakarta athletes with a maximum age of 19 years. The research instrument used is the Skala Motivasi Intrinsik and Academic Self-Regulated Learning Scale (A-SRL-S). The results of linear regression analysis show that intrinsic motivation (F = 46.5, p < .05) can predict Self-Regulated Learning with R² = .356, which means that 35% of the variance of Self-Regulated Learning scores can be explained by intrinsic motivation. The results of this study clarify the direction of the relationship between the two variables, in which intrinsic motivation significantly predicted the emergence of Self-Regulated Learning in student athletes."

"Dalam memenuhi tanggung jawab peran ganda sebagai siswa atlet, dibutuhkan strategi pembelajaran yang dapat memaksimalkan aspek akademik. Strategi Self-Regulated Learning terbukti memiliki dampak positif di berbagai aspek. Kualitas proaktif siswa dalam Self-Regulated Learning salah satunya berasal dari keyakinan motivasional. Oleh karena itu, penelitian ini bertujuan untuk melihat peran motivasi intrinsik dalam memprediksi Self-Regulated Learning siswa atlet di SKO Ragunan DKI Jakarta. Partisipan penelitian ini adalah 86 siswa atlet SKO Ragunan DKI Jakarta dengan usia maksimal 19 tahun. Instrumen penelitian yang digunakan yaitu Skala Motivasi Intrinsik dan Academic Self-Regulated Learning Scale (A-SRL-S). Hasil analisis regresi linear menunjukkan bahwa motivasi intrinsik (F = 46.5, p < .05) dapat memprediksi Self-Regulated Learning dengan R² = .356, yang artinya 35% varians skor Self-Regulated Learning dapat dijelaskan oleh motivasi intrinsik. Hasil penelitian ini memperjelas arah hubungan kedua variabel tersebut, yang mana motivasi intrinsik berperan secara signifikan dalam memprediksi kemunculan Self-Regulated Learning pada siswa atlet.

---

In order to fulfilling dual responsibilities as student-athletes, learning strategies are needed that can maximize academic aspects. Self-Regulated Learning strategy is proven to have a positive impact in various aspects. One of the proactive qualities of students in Self-Regulated Learning comes from motivational beliefs. Therefore, this study aims to examine the role of intrinsic motivation in predicting Self-Regulated Learning of student athletes at SKO Ragunan DKI Jakarta. The participants of this study were 86 students of SKO Ragunan DKI Jakarta athletes with a maximum age of 19 years. The research instrument used is the Skala Motivasi Intrinsik and Academic Self-Regulated Learning Scale (A-SRL-S). The results of linear regression analysis show that intrinsic motivation (F = 46.5, p < .05) can predict Self-Regulated Learning with R² = .356, which means that 35% of the variance of Self-Regulated Learning scores can be explained by intrinsic motivation. The results of this study clarify the direction of the relationship between the two variables, in which intrinsic motivation significantly predicted the emergence of Self-Regulated Learning in student athletes."

"Penelitian ini bertujuan untuk mengetahui hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa-atlet di SKO Ragunan DKI Jakarta. Partisipan dalam penelitian ini adalah siswa-atlet di SKO Ragunan DKI Jakarta sejumlah 86 siswa. Penelitian ini menggunakan alat ukur Academic Procrastination Scale yang disusun oleh McCloskey & Scielzo (2015) untuk mengukur prokrastinasi akademik dan alat ukur Academic Self-Regulation Scale yang disusun oleh Magno (2010) untuk mengukur self- regulated learning. Berdasarkan uji korelasi dengan teknik analisis Pearson Correlation, ditemukan bahwa terdapat korelasi negatif yang signifikan antara self-regulated learning dengan prokrastinasi akademik (r = -0.230, n = 86, p < 0.01, one-tailed). Berdasarkan hasil analisis tersebut dapat dikatakan bahwa terdapat hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa-atlet di SKO Ragunan DKI Jakarta.

---

This study aims to examine the influence of Self-Regulated Learning towards Academic Procrastination on Student-Athletes at SKO Ragunan DKI Jakarta. The participant in this study were student-athletes who attended SKO Ragunan DKI Jakarta with total 86 students. This study uses a measuring instrument Academic Procrastination Scale compiled by McCloskey & Scielzo (2015) to measure academic procrastination. In addition, this study uses the Academic Self-Regulation Scale compiled by Magno (2010) to measure self-regulated learning. Based on the correlation test using the Pearson Correlation analysis technique, it was found that there was a significant negative correlation between self-regulated learning and academic procrastination (r = -0.230, n = 86, p < 0.01, one-tailed). Which means, that there is a relationship between self-regulated learning and academic procrastination in student-athletes at SKO Ragunan DKI Jakarta."

"ABSTRAKPada masa remaja, seseorang mengalami perubahan fisik, kognitif, dan psikososial. Pada masa ini pula, sekolah merupakan pusat dari pengalaman individu dalam mengatur kegiatan sehari-hari. Bagi mereka, sekolah tidak hanya memberikan kesempatan untuk bersosialisasi, tetapi juga merupakan lingkungan yang memberikan kesempatan untuk mengasah keterampilan yang sudah dimiliki dan menguasai keterampilan baru. (Papalia, Olds, & Feldman, 2002). Regulasi diri pada seorang siswa merupakan hal yang penting agar ia dapat mencapai prestasi yang optimal. Regulasi diri menggambarkan kemampuan individu untuk beradaptasi terhadap lingkungan yang berbeda dan berubah-ubah (Zimmerman, 2000; Baumeister & Vohs, 2004 dalam Schmitz, et. al., 2007). Penelitian ini bertujuan untuk melihat efektivitas program intervensi yang berupa pengembangan keterampilan belajar untuk membentuk regulasi diri pada subyek yang berusia 14 tahun 3 bulan yang saat ini duduk di kelas I SMP. Program intervensi yang diberikan mengacu pada Self-Regulation Empowerment Program (SREP), khususnya empowerment (pemberdayaan) siswa dan keterampilan belajar yang mencakup keterampilan dalam melakukan perencanaan dan pengaturan waktu, pemahaman dan meringkas bacaan, membuat catatan, dan persiapan tes. Program ini berhasil memberikan pengetahuan mengenai cara belajar yang baru bagi subyek.

---

ABSTRACTDuring adolescence, an individual experiences physical, cognitive, and psychosocial changes. In this period, school is the center of their experience in managing daily activities. For them, school not only provides opportunities to socialize, but also an environment that provides opportunity to hone skills they already possessed and master new skills. (Papalia, Olds, & Feldman, 2002). Self-regulation is important so they can achieve their optimal performance. Self-regulation represents individual's ability to adapt to different and changing environments (Zimmerman, 2000; Baumeister & Vohs, 2004 in Schmitz, et. al., 2007). This study examined the effectiveness of intervention programs such as development of learning skills to establish self-regulation in a subject aged 14 years and 3 months, currently in seventh grade. The intervention program is referring to Self-Regulation Empowerment Program (SREP) and focusing on student empowerment and learning skills, which include skills in planning and time management, text understanding and summarizing, note-taking, and test preparation. The program succeeded in providing new knowledge on how to learn a subject."