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"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."

"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."

"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."

"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.

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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."

"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."