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"Self regulated learning merupakan aspek yang penting dalam kesuksesan akademik siswa. Pada sisi personal, goal orientation diketahui mempengaruhi komitmen seseorang dalam meregulasi dirinya pada proses belajar. Pada sisi kontekstual, classroom goal structure diketahui juga dapat mempengaruhi tinggi rendahnya self regulated learning siswa. Pada masyarakat Indonesia yang cenderung embedded, classroom goal structure sebagai faktor kontekstual diasumsikan memiliki peran yang lebih besar dibandingkan dengan goal orientation. Penelitian ini dilakukan untuk menguji kontribusi peran goal orientation dan classroom goal structure sebagai terhadap self regulated learning.Analisis hasil penelitian dilakukan dengan menggunakan partial correlation. Sebanyak 301 siswa sekolah menengah atas menjadi partisipan dalam penelitian ini. Goal orientation dan classroom goal structure diukur menggunakan adaptasi dari sub tes personal goal orientarion dan perception about classroom goal structure pada alat ukur Pattern of Adaptive Learning Scale. Self regulated learning diukur dengan alat ukur yang dikonstruksi berdasarkan dimensi self regulated learning yang dikemukakan oleh Lindner dan Harris 2002. Ketiga jenis classroom goal structure ditemukan memiliki kontribusi yang signifikan terhadap self regulated learning. Adapun kontribusi goal orientation terhadap self regulated learning hanya didapatkan dari mastery goal orientation saja. Akan tetapi, secara keseluruhan, kontribusi goal orientation ditemukan lebih besar dibandingkan classroom goal structure terhadap self regulated learning.

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Self Regulated Learning SRL is an important aspect in determining students 39 success in academic. At the personal side, goal orientation is known to be able to influence how much one puts a commitment in regulating oneself in studying process. At contextual side, classroom goal structure is also known to be affecting the degree of SRL in students. In Indonesia 39 s context which is prone to be more towards embedded culture, classroom goal structure as a contextual factor is assumed to have a bigger role in influencing SRL compared to goal orientation. This research is intended to test how significant is the role of goal orientation and classroom goal structure to SRL.Research analysis was conducted using partial correlation. 301 high school students in Depok city became the participants in this research. Classroom goal structure and goal orientation were measured by adaptation from sub test perception on classroom goal structure and personal goal orientation using Pattern of Adaptive Learning Scale instrument. Meanwhile SRL was measured using an instrument that was constructed using a theory by Lindner and Harris 2002 . The 3 types of classroom goal structure was found to have a significant contribution to SRL. While contribution of goal orientation to SRL was only significantly found in mastery goal orientation. Nevertheless, overall, the contribution to SRL by goal orientation was found to be higher compared to classroom goal structure."

"Kecurangan akademik pada peserta didik SMA terus meningkat dalam 70 tahun terakhir, yang semula berada pada angka 20% saat ini mencapai 75-98%. Fenomena ini menjadi salah satu masalah dalam dunia pendidikan. Berbagai faktor dari segi individual maupun kontekstual sering dihubungkan dengan kecurangan akademik. Penelitian ini fokus pada faktor kontekstual, yang bertujuan untuk melihat pengaruh struktur tujuan kelas terhadap kecurangan akademik. Penelitian ini merupakan penelitian kuantitatif dengan desain eksperimen between-subject (mastery vs performance). Pengambilan data dilakukan secara daring kepada 293 peserta didik SMA (berusia 15-18 tahun) yang sedang melaksanakan pembelajaran jarak jauh (PJJ). Peneliti melakukan randomisasi pada manipulasi skenario bacaan struktur tujuan kelas, kemudian memberikan kuesioner kecurangan akademik. Manipulation check juga diberikan untuk melihat efektivitas bacaan. Skenario bacaan (vignette) struktur tujuan kelas diperoleh dari penelitian Day et al. (2011) dan kecurangan akademik diukur menggunakan alat ukur dari Septiana (2016), keduanya disesuaikan dengan konteks SMA di Indonesia dan PJJ. Hasil penelitian menunjukkan bahwa peserta didik dengan struktur tujuan kelas performance (M = 52.49, SD = 21.293) memiliki kecenderungan melakukan kecurangan akademik yang lebih tinggi dibandingkan dengan peserta didik pada struktur tujuan kelas mastery (M = 39.21, SD = 13.092), t(265.7) = -6.527, p < 0.05. Hasil dari penelitian ini menyarankan para pengajar untuk menerapkan struktur tujuan kelas mastery kepada peserta didik di kelas.

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Academic cheating among high school students has continued to increase in the last 70 years, from 20% to 75-98% today. This phenomenon is one of the problems in the education field. Various factors, both individual and contextual, are often associated with academic cheating. This study focuses on contextual factors, which aims to see the effect of classroom goal structure on academic cheating. This research is a quantitative study with a between-subject experimental design (mastery vs performance). Data was collected online to 293 high school students (aged 15-18 years) who were implementing distance learning. The researcher randomized the manipulation of the reading scenario of the classroom goal structure, then gave an academic cheating questionnaire. Manipulation check is also given to see the effectiveness of the readings. The reading scenario (vignette) of the classroom goal structure was obtained from the research of Day et al. (2011) and academic cheating were measured using a measuring tool from Septiana (2016), both adapted to the context of high school in Indonesia and distance learning. The results showed that students with the performance goal structure (M = 52.49, SD = 21.293) had a higher tendency to commit academic cheating than students in the mastery goal structure (M = 39.21, SD = 13.092), t(265.7) = -6.527, p < 0.05. The results of this study suggest the teachers to apply the mastery goal structure to the students in the classroom."