PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP

Abstract — This study examined the role of ‘SMART’ strategy in enhancing the Self-Regulation Learning (SRL) of Junior High School (SMP) students whose scores were under the school’s passing grade (KKM). Self-regulated learning (SRL) is a process in which a learner activates his thought (cognition),...

Full description

Bibliographic Details
Main Author: Krishervina R. Lidiawati
Format: Article
Language:English
Published: Konsorsium Psikologi Ilmiah Nusantara 2017-05-01
Series:Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology
Subjects:
Online Access:https://jpu.k-pin.org/index.php/jpu/article/view/69
id doaj-ff66c34df6e14f3aa23a9a8283a7cb82
record_format Article
spelling doaj-ff66c34df6e14f3aa23a9a8283a7cb822021-06-02T12:21:32ZengKonsorsium Psikologi Ilmiah NusantaraJurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology2088-42302580-12282017-05-013215816810.24854/jpu22016-6955PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMPKrishervina R. LidiawatiAbstract — This study examined the role of ‘SMART’ strategy in enhancing the Self-Regulation Learning (SRL) of Junior High School (SMP) students whose scores were under the school’s passing grade (KKM). Self-regulated learning (SRL) is a process in which a learner activates his thought (cognition), feeling (affection), and behavior and which is expected to help students achieve learning objectives systematically (Zimmerman & Schunk, 2001). SMART (Specific, Measureable, Attention, Realistic, and Time) is a strategy in a SRL process. There were 10 students who participated in this study; 6 males and 4 females. This study used quantitative action research which consisted of two cycles in each of which the researcher measured and evaluated the findings. Using the different paired sample t-test, the result of the first cycle showed that there was no significant change in the participants’ self-regulation (t = 1.476, p > .05). In the second cycle, it was also shown that there was no significant change of SRL score in post-test 1 and post-test 2 (t = 0.152, p > .05).   Abstrak — Penelitian ini mengkaji peran pelatihan strategi ‘SMART’ dalam meningkatkan Self-regulated learning (SRL) pada siswa SMP yang memiliki nilai di bawah Kriteria Ketuntasan Minimal (KKM). Self-regulated learning (SRL) adalah suatu proses di mana seorang peserta didik mengaktifkan pikirannya (cognition), perasaannya (affect), dan perilaku (behavior) secara sistematis yang berorientasi pada pencapaian tujuan pembelajaran (Zimmerman & Schunk, 2001). SMART (Specific, Measurable, Action, Realistic, dan Time) merupakan strategi dalam pembentukan SRL. Jumlah partisipan dalam penelitian ini adalah 10 orang yang terdiri dari 6 laki-laki dan 4 perempuan. Penelitian ini menggunakan metode kuantitatif action research. Penelitian ini terdiri dua siklus, pada masing-masing siklus dilakukan pengukuran untuk mengevaluasi hasil penelitian. Hasil penelitian pada siklus pertama dengan uji beda paired sample t-test menunjukkan tidak adanya perubahan regulasi diri yang signifikan pada partisipan (t = 1.476, p > .05). Pada siklus kedua juga menunjukkan tidak adanya perubahan skor SRL secara signifikan pada post-test 1 dan post-test 2 (t = 0.152, p > .05).https://jpu.k-pin.org/index.php/jpu/article/view/69self-regulated learningsocial cognitive theoryadolescenceself-regulated learningteori kognitif sosialremaja
collection DOAJ
language English
format Article
sources DOAJ
author Krishervina R. Lidiawati
spellingShingle Krishervina R. Lidiawati
PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP
Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology
self-regulated learning
social cognitive theory
adolescence
self-regulated learning
teori kognitif sosial
remaja
author_facet Krishervina R. Lidiawati
author_sort Krishervina R. Lidiawati
title PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP
title_short PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP
title_full PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP
title_fullStr PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP
title_full_unstemmed PERAN PELATIHAN STRATEGI “SMART” DALAM MENINGKATKAN SELF-REGULATED LEARNING (SRL) PADA SISWA SMP
title_sort peran pelatihan strategi “smart” dalam meningkatkan self-regulated learning (srl) pada siswa smp
publisher Konsorsium Psikologi Ilmiah Nusantara
series Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology
issn 2088-4230
2580-1228
publishDate 2017-05-01
description Abstract — This study examined the role of ‘SMART’ strategy in enhancing the Self-Regulation Learning (SRL) of Junior High School (SMP) students whose scores were under the school’s passing grade (KKM). Self-regulated learning (SRL) is a process in which a learner activates his thought (cognition), feeling (affection), and behavior and which is expected to help students achieve learning objectives systematically (Zimmerman & Schunk, 2001). SMART (Specific, Measureable, Attention, Realistic, and Time) is a strategy in a SRL process. There were 10 students who participated in this study; 6 males and 4 females. This study used quantitative action research which consisted of two cycles in each of which the researcher measured and evaluated the findings. Using the different paired sample t-test, the result of the first cycle showed that there was no significant change in the participants’ self-regulation (t = 1.476, p > .05). In the second cycle, it was also shown that there was no significant change of SRL score in post-test 1 and post-test 2 (t = 0.152, p > .05).   Abstrak — Penelitian ini mengkaji peran pelatihan strategi ‘SMART’ dalam meningkatkan Self-regulated learning (SRL) pada siswa SMP yang memiliki nilai di bawah Kriteria Ketuntasan Minimal (KKM). Self-regulated learning (SRL) adalah suatu proses di mana seorang peserta didik mengaktifkan pikirannya (cognition), perasaannya (affect), dan perilaku (behavior) secara sistematis yang berorientasi pada pencapaian tujuan pembelajaran (Zimmerman & Schunk, 2001). SMART (Specific, Measurable, Action, Realistic, dan Time) merupakan strategi dalam pembentukan SRL. Jumlah partisipan dalam penelitian ini adalah 10 orang yang terdiri dari 6 laki-laki dan 4 perempuan. Penelitian ini menggunakan metode kuantitatif action research. Penelitian ini terdiri dua siklus, pada masing-masing siklus dilakukan pengukuran untuk mengevaluasi hasil penelitian. Hasil penelitian pada siklus pertama dengan uji beda paired sample t-test menunjukkan tidak adanya perubahan regulasi diri yang signifikan pada partisipan (t = 1.476, p > .05). Pada siklus kedua juga menunjukkan tidak adanya perubahan skor SRL secara signifikan pada post-test 1 dan post-test 2 (t = 0.152, p > .05).
topic self-regulated learning
social cognitive theory
adolescence
self-regulated learning
teori kognitif sosial
remaja
url https://jpu.k-pin.org/index.php/jpu/article/view/69
work_keys_str_mv AT krishervinarlidiawati peranpelatihanstrategismartdalammeningkatkanselfregulatedlearningsrlpadasiswasmp
_version_ 1721404475184250880