Perbedaan self-regulated learning siswa SMP di Yogyakarta berdasarkan keberadaan kedua orang tua

Authors

  • Irvan Budhi Handaka Universitas Ahmad Dahlan
  • Wahyu N.E. Saputra Universitas Ahmad Dahlan
  • Said Alhadi Universitas Ahmad Dahlan

DOI:

https://doi.org/10.25273/counsellia.v9i1.3416

Keywords:

self-regulated learning, orang tua

Abstract

Tujuan penelitian ini adalah untuk menggambarkan  komparasi tingkat self-regulated learning siswa yang tinggal bersama kedua orang tuanya dengan siswa yang tinggal jauh dari kedua orang tuanya. Sampel dalam penelitian ini sebanyak 402 siswa SMP di Yogyakarta yang diambil secara  stratified random sampling. Komposisi sampel penelitian terdiri dari 150 siswa tinggal jauh dari orang tuanya dan 252 siswa tinggal bersama kedua orang tuanya. Alat ukur yang digunakan untuk mengukur tingkat self-regulated learning adalah skala self-regulated learning. Penelitian ini menggunakan Independent Sample T-Test sebagai teknik analisis datanya. Hasil penelitian menyimpulkan bahwa siswa yang tinggal dengan kedua orang tuanya memiliki tingkat self-regulated learning cenderung sama dengan siswa yang tinggal jauh dari kedua orang tuanya. Hasil penelitian ini merekomendasikan dilakukan identifikasi penyebab tidak adanya perbedaan self-regulated learning pada siswa yang tinggal bersama orang tuanya dengan siswa yang tinggal jauh dari orang tuanya.


The purpose of this study is to describe the comparability of the level of self-regulated learning of students who live with their parents with students who live far from their parents. The sample in this study were 402 junior high school students in Yogyakarta taken by stratified random sampling. The composition of the study sample consisted of 150 students living far from their parents and 252 students living with their parents. The measuring instrument used to measure the level of self-regulated learning is the scale of self-regulated learning. This study uses the Independent Sample T-Test as a data analysis technique. The results of the study concluded that students who live with both parents have a level of self-regulated learning tend to be the same as students who live far from their parents. The results of this study recommend identification of the causes of the absence of differences in self-regulated learning in students who live with their parents with students who live far from their parents.

Downloads

Download data is not yet available.

References

Adicondro, N., & Purnamasari, A. (2012). Efikasi diri, dukungan sosial keluarga dan self regulated learning pada siswa kelas VIII. HUMANITAS: Indonesian Psychological Journal, 8(1), 17–27. DOI: https://doi.org/10.26555/humanitas.v8i1.448

Baiti, A. A., & Munadi, S. (2014). Pengaruh Pengalaman Praktik, Prestasi Belajar Dasar Kejuruan dan Dukungan Orang Tua Terhadap Kesiapan Kerja Siswa SMK. Jurnal Pendidikan Vokasi, 4(2). DOI: https://doi.org/10.21831/jpv.v4i2.2543

Bangun, D. (2008). Hubungan persepsi siswa tentang perhatian orang tua, kelengkapan fasilitas belajar, dan penggunaan waktu belajar di rumah dengan prestasi belajar ekonomi. Jurnal Ekonomi & Pendidikan, 5(1). DOI: https://doi.org/10.21831/jep.v5i1.604

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. DOI: https://doi.org/10.1016/j.iheduc.2015.04.007

Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525. DOI: https://doi.org/10.1037/0022-0663.100.3.525

Carrillo-de-la-Peña, M. T., & Perez, J. (2012). Continuous assessment improved academic achievement and satisfaction of psychology students in Spain. Teaching of Psychology, 39(1), 45–47. DOI: https://doi.org/10.1177/0098628311430312

Daulay, S. F., & Rola, F. (2009). Perbedaan self regulated learning antara mahasiswa yang bekerja dan yang tidak bekerja. Fakultas Psikologi. Universitas Sumatera Utara.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. DOI: https://doi.org/10.1023/A:1009048817385

Finn, J. D. (1998). Parental engagement that makes a difference. Educational Leadership, 55(8), 20–24.

Freitas, F. A., & Leonard, L. J. (2011). Maslow’s hierarchy of needs and student academic success. Teaching and Learning in Nursing, 6(1), 9–13. DOI: https://doi.org/10.1016/j.teln.2010.07.004

Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology: Formerly" The California School Psychologist", 16(1), 91–100. DOI: https://doi.org/10.1007/BF03340978

Gordon, T. (1999). Menjadi orang tua efektif: petunjuk terbaru mendidik anak yang bertanggung jawab. PT Gramedia Pustaka Utama.

Graha, C. (2013). Keberhasilan anak tergantung orang tua. Elex Media Komputindo.

Huang, J., & Prochner, L. (2003). Chinese parenting styles and children’s self-regulated learning. Journal of Research in Childhood Education, 18(3), 227–238. DOI: https://doi.org/10.1080/02568540409595037

Kosnin, A. M. (2007). Self-regulated learning and academic achievement in Malaysian undergraduates. International Education Journal, 8(1), 221–228.

Latipah, E. (2010). Strategi self regulated learning dan prestasi belajar: kajian meta analisis. Jurnal Psikologi, 37(1), 110–129.

Rambe, A. R. R. (2010). Korelasi Antara Dukungan Sosial Orang Tua dan Self-Directed Learning pada Siswa SMA. Jurnal Psikologi, 37(2), 216–223.

Saputra, W. N. E., Handaka, I. B., & Sari, D. K. (2019). Self-Regulated Learning Siswa SMK Muhammadiyah di Kota Yogyakarta: Kedua Orang Tua Berpengaruhkan? Jurnal Pendidikan (Teori Dan Praktik), 4(1), 7–11. DOI: https://doi.org/10.26740/jp.v4n1.p7-11

Savira, F., & Suharsono, Y. (2013). Self-Regulated Learning (SRL) dengan Prokrastnasi Akademik pada Siswa Akselerasi. Jurnal Ilmiah Psikologi Terapan, 1(1), 66–75.

Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school-and individual-level factors on academic achievement. Education and Urban Society, 40(2), 179–204. DOI: https://doi.org/10.1177/0013124507304167

Umar, M. (2015). Peranan orang tua dalam peningkatan prestasi belajar anak. JURNAL EDUKASI: Jurnal Bimbingan Konseling, 1(1), 20–28. DOI: https://doi.org/10.22373/je.v1i1.315

Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In What do children need to flourish? (pp. 251–270). Springer. DOI: https://doi.org/10.1007/0-387-23823-9_16

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. DOI: https://doi.org/10.1207/s15326985ep2501_2

Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. In Self-regulated learning and academic achievement (pp. 10–45). Routledge. DOI: https://doi.org/10.4324/9781410601032

Zimmerman, B., & Schunk, D. (1989). Self-regulated learning and academic: Theory, research, and practice. New York: Springer Verlag. DOI: https://doi.org/10.1007/978-1-4612-3618-4

Downloads

Published

2019-05-20

Issue

Vol. 9 No. 1 (2019)

Section

Articles

License

In order to be accepted and published by Counsellia: Jurnal Bimbingan dan Konseling, the author(s) submitting the article manuscript should complete all the review stages. By submitting the manuscript the author(s) agreed to the following terms:

  1. The copyright of received articles shall be assigned to Counsellia: Jurnal Bimbingan dan Konseling. The intended copyright includes the right to publish articles in various forms (including reprints). Counsellia: Jurnal Bimbingan dan Konseling maintain the publishing rights to the published articles.

  2. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from Counsellia: Jurnal Bimbingan dan Konseling with an acknowledgement of initial publication to this journal.

  3. Author sent the copyright transfer form (here) to the journal.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.