Hasil Pencarian  ::  Simpan CSV :: Kembali

"Siswa atlet adalah salah satu kelompok siswa yang sering kali mengalami underachievement, meskipun siswa atlet tersebut termasuk siswa berbakat intelektual gifted. Underachievement ini disebabkan oleh rendahnya kemampuan regulasi diri dalam belajar. Intervensi Self Regulation Empowerment Program SREP terbukti dapat meningkatkan regulasi diri dalam belajar dan prestasi akademik melalui penelitian Cleary Zimmerman 2004, Cleary, Platten Nelson 2008, Cleary Platten 2013 dan Giri 2016. Pada penelitian berdesain single subject experimental study ini, peneliti ingin melihat pengaruh SREP dalam meningkatkan regulasi diri dalam belajar dan prestasi akademik siswa atlet SMA dengan gifted underachievement. Data diperoleh dari pengukuran Motivated Strategies and Learning Questionnaire MSLQ, Self-Regulation Strategies Inventory SRSI Parent and Teacher Rating, dan nilai pada mata pelajaran PKN, Matematika, serta Sosiologi. Melalui pengujian statistik reliability change index RCI disertai dengan analisis kualitatif, diketahui bahwa SREP dapat memberikan peningkatan signifikan pada regulasi diri dalam belajar RCI = 3.58, p

---

Student athletes are one of the group of students who often experience underachievement, even though the athlete 39 s students are intellectually gifted. This underachievement is due to the low self regulation ability in learning. The Self Regulation Empowerment Program SREP interventions proved to improve self regulation in learning and academic achievement through study from Cleary Zimmerman 2004, Cleary, Platten Nelson 2008, Cleary Platten 2013 and Giri 2016. In the study of single subject experimental study design, the researcher wanted to see the influence of SREP in improving self regulation in learning and academic achievement of high school athlete with gifted underachievement. Data were obtained from measurement of Motivated Strategies and Learning Questionnaire MSLQ, Parent and Teacher Rating Self Regulation Strategies Inventory SRSI, and grades on PKN, Mathematics, and Sociology subjects. By testing the reliability change index RCI statistics along with qualitative analysis, it is known that SREP can provide significant improvement in self regulation in learning RCI 3.58, p "

"ABSTRAKSiswa dengan underachievement pada pelajaran Matematika menunjukkan adanya prestasi yang lebih rendah dari potensi yang sesungguhnya dimiliki. Kesenjangan antara prestasi dan potensi siswa ini disebabkan oleh rendahnya regulasi diri dalam belajar Matematika. Penerapan Self Regulation Empowerment Program SREP merupakan salah satu alternatif untuk meningkatkan regulasi diri dalam belajar yang diberikan secara individual. Penelitian yang berdesain single subject experimental study ini bertujuan untuk menguji efektivitas SREP dalam meningkatkan regulasi diri dalam belajar sekaligus prestasi Matematika pada siswa dengan underachievement di SMP. Data diperoleh melalui alat ukur Motivated Strategies and Learning Questionnaire MSLQ , Self Regulated Learning SRL Microanalysis, dan tes prestasi Matematika. Melalui pengujian statistik yaitu reliability change index RCI disertai dengan analisis kualitatif, diketahui bahwa SREP dapat memberikan peningkatan signifikan pada regulasi diri dalam belajar RCI = 3.07, p 6 menurut Perels, Dignath, Smith, 2009 pada siswa dengan underachievement pada siswa SMP. Ketika dilakukan follow up, siswa menggunakan aplikasi dari tahapan regulasi diri dalam belajar tidak hanya di pelajaran Matematika, tetapi juga pelajaran lainnya seperti IPA, IPS, Bahasa Indonesia dan Bahasa Inggris.

---

ABSTRACTStudents with underachievement in Mathematics had actual achievement that falls below their potential achievement. This kind of discrepancy could be caused by their self regulated learning. Self Regulation Empowerment Program SREP intervention was an alternative way to enhance self regulated learning. This single subject experimental study aimed to determine the effectiveness of SREP in enhancing both self regulated learning and Mathematics achievement for student with underachievement in middle school. The data was collected by using Motivated Strategies and Learning Questionnaire MSLQ , Self Regulated Learning SRL Microanalysis, and Mathematics achievement test and analyzed by using reliability change index RCI and qualitative method of analysis. The result showed that SREP was able to enhance self regulated learning significantly RCI 3.07, p 6 based on Perels, Dignath, Smith, 2009 for students who have underachievement in middle school. Follow up data showed that students also has applied stages of self regulated learning not only in Mathematics but also in other school subjects such as science, social science, Bahasa, and English."

"ABSTRAKUnderachievement merupakan kondisi yang muncul sebagai salah satu masalah yang dialami oleh anak usia sekolah. Rendahnya keterampilan regulasi diri dalam belajar siswa juga terbukti memiliki asosiasi dengan kondisi underachievement pada siswa berusia muda serta remaja. Namun, masih diperlukan banyak data yang menggambarkan kondisi underachievement pada siswa berusia muda atau Sekolah Dasar Bondurant, 2010 . Penelitian ini bertujuan untuk melihat efektivitas program intervensi yang menerapkan strategi self-instruction dalam mengembangkan keterampilan regulasi diri dalam belajar pada subjek berusia 10 tahun dan duduk di kelas V Sekolah Dasar yang mengalami underachievement. Program intervensi yang diberikan menerapkan prinsip-prinsip self-instruction di dalam mengembangkan keterampilan regulasi diri dalam belajar secara umum, serta keterampilan belajar yang mencakup keterampilan dalam melakukan perencanaan dan pengaturan waktu belajar, memahami serta meringkas bacaan secara khusus. Program ini berhasil memberikan pengetahuan baru mengenai esensi dari belajar serta pentingnya melakukan perencanaan, penetapan sasaran belajar, penggunaan strategi belajar dalam memahami dan meringkas, serta kemandirian di dalam proses belajar.

---

ABSTRACTUnderachievement is a condition which occurs as one of the problems of school aged children. Deficits in self regulated learning skill were also proved to be associated with underachievement in young children and adolescents, but there has been a lack of data to explain this condition of underachievement in young children or elementary students Bondurant, 2010 . This study examined the effectiveness of self instruction strategy to increase self regulated learning skill in 10 years old or 5th grade elementary student with underachievement. An intervention program was given while applying the principles of self instruction aiming to develop self regulated learning skill generally, and learning skills including planning and setting study hours, understanding and summarizing a passage specifically. The program succeeded in providing new knowledge on the essence of learning as well as the importance of planning, setting learning goals, using learning strategies in understanding and summarizing passages, also independence in learning process."

"Remaja perlu melakukan aktivitas eksplorasi sebelum berkomitmen terhadap pilihan karier, akan tetapi masih banyak siswa SMA yang belum melakukan eksplorasi karier dan tidak yakin dengan pilihan kariernya. Penelitian ini bertujuan untuk mengetahui peran konsep diri akademik dalam memperantarai hubungan antara regulasi diri dalam belajar dan komitmen terhadap pilihan karier pada siswa SMA. Komitmen terhadap pilihan karier adalah kondisi ketika seseorang yakin pada pilihan kariernya, optimis dengan masa depan kariernya dan sadar akan adanya hambatan karier. Komitmen terhadap pilihan karier penting dimiliki siswa SMA karena merupakan komponen utama dalam pembentukan identitas diri. Penelitian ini memfokuskan pada dimensi vocational exploration and commitment, yaitu keterbukaan untuk mengeksplorasi berbagai pilihan karier sebelum berkomitmen pada pilihan karier tertentu. Penelitian ini menggunakan pendekatan kuantitatif dengan partisipan penelitian berjumlah 315 orang siswa SMA kelas X-XI. Pengukuran komitmen terhadap pilihan karier dilakukan dengan alat ukur Commitment to Career Choices Scale skala vocational exploraton and commitment. Pengukuran regulasi diri dalam belajar menggunakan Motivated Strategies and Learning Questionnaire, sedangkan konsep diri akademik diukur dengan menggunakan Academic Self Concept for Adolescents Scale. Hasil penelitian menunjukkan bahwa regulasi diri dalam belajar memengaruhi komitmen terhadap pilihan karier melalui konsep diri akademik. Keterampilan regulasi diri dalam belajar yang diterapkan dengan konsisten akan membentuk konsep diri akademik yang positif dan berdampak pada meningkatnya komitmen terhadap pilihan karier pada siswa SMA.

---

Adolescents need to explore before committing to career choice, but there are still many high school students who have not done career exploration and are unsure of their career choices. This study aims to determine the role of academic self concept in mediating the relationship between self regulation learning and commitment to career choice among high school students.Commitment to career choice is a condition includes self confident of one's career choice, a positive sense of one's vocational future and an awareness of potential obstacles. Commitment to career choice is important for high school students because it is a major component in the identity formation process.

This research focuses on the dimensions of vocational exploration and commitment, namely openness to explore career choices before committing to a particular career choice.

This research uses quantitative approach with 315 students of high school students of X XI class. Measurement of commitment to career choice is done by measuring tool Commitment to Career Choices Scale vocational exploraton scale and commitment. Measurement of self regulation in learning using Motivated Strategies and Learning Questionnaire, while the academic self concept was measured using the Academic Self Concept for Adolescents Scale.

The results show that self regulation in learning affects commitment to career choice through academic self concept. The self regulated skills in applied learning consistently will shape the positive academic self concept and impact on the increased commitment to career choice among high school students. "

"[Underachiever adalah kondisi yang banyak terjadi di kalangan pelajar, termasuk siswa SMP. Baslanti dan McCoach (2006) serta Bondurant (2010) menyatakan bahwa kondisi underachievement terjadi karena siswa tidak mampu melakukan regulasi diri di dalam belajar yang baik. Oleh karena itu, Zimmerman, Bonner, dan Kovach (1996) mengajukan model intervensi untuk siswa dengan underachievement melalui pengajaran 5 keterampilan akademik. Keterampilan akademik tersebut diajarkan kepada siswa guna meningkatkan kemampuan regulasi diri dalam belajar yang mereka miliki. Peneliti menggunakan modeltersebut untuk memberikan intervensi kepada P, siswa SMP dengan tipedisorganized underachiever. Keterampilan akademik yang diajarkan kepada P adalah keterampilan manajemen waktu dan belajar yang lebih efektif. Model intervensi tersebut dikombinasikan dengan sistem organisasi informasi sekolah oleh Peters (2000). Efektivitas dari program intervensi ini dilihat dari kenaikan skor pre dan post-test yang diukur dengan Motivated Strategies for Learning Questionnaire (MSLQ) karya Pintrich dan DeGroot (1990). Peneliti menggunakan versi adaptasi dalam Bahasa oleh Puteri (2013), sehingga lebih sesuai dengan kondisi di Indonesia. Hasil penelitian menunjukkan bahwa program intervensi manajemen waktu meningkatkan kemampuan regulasi diri dalambelajar pada diri P.;Underachiever is a condition that is quite common among students, including junior high school students. Baslanti and McCoach (2006) and Bondurant (2010) states that the condition of underachievement occurs because students are not capable to do self-regulated learning. Therefore, Zimmerman, Bonner, and Kovach (1996) propose a model of intervention for students with underachievement through teaching academic skills. There are five academis skills. The academic skills taught to students in order to improve their ability to doself-regulated learning. Researchers used the model to provide intervention to P, junior high school students with disorganized underachiever type. One of academic skills which taught to P is a time-management skills. The intervention model is combined with a system of organization of school information by Peters (2000). The effectiveness of this intervention program be seen from the increasein scores pre and post-test were measured with the Motivated Strategies for Learning Questionnaire (MSLQ) works by Pintrich and DeGroot (1990). Researchers use the Bahasa version, adaptation version by Putri (2013), so it is more appropriate to the conditions in Indonesia. The results showed that the time management intervention program increases the ability of self-regulated learning., Underachiever is a condition that is quite common among students, includingjunior high school students. Baslanti and McCoach (2006) and Bondurant (2010)states that the condition of underachievement occurs because students are notcapable to do self-regulated learning. Therefore, Zimmerman, Bonner, andKovach (1996) propose a model of intervention for students withunderachievement through teaching academic skills. There are five academisskills. The academic skills taught to students in order to improve their ability to doself-regulated learning. Researchers used the model to provide intervention to P,junior high school students with disorganized underachiever type. One ofacademic skills which taught to P is a time-management skills. The interventionmodel is combined with a system of organization of school information by Peters(2000). The effectiveness of this intervention program be seen from the increasein scores pre and post-test were measured with the Motivated Strategies forLearning Questionnaire (MSLQ) works by Pintrich and DeGroot (1990).Researchers use the Bahasa version, adaptation version by Putri (2013), so it ismore appropriate to the conditions in Indonesia. The results showed that the timemanagement intervention program increases the ability of self-regulated learning.]"

"Prestasi akademik sebagai salah satu prediktor kesuksesan siswa di sekolah dipengaruhi oleh faktor internal dan eksternal. Konstruk yang menjelaskan faktor internal dan eksternal yang memengaruhi prestasi akademik ini adalah school well being, dikembangkan oleh Konu & Rimpelä (2002). Penelitian ini dilakukan untuk melihat hubungan antara school well-being dengan prestasi akademik bagi siswa berbakat akademik. Penelitian dilakukan pada siswa kelas XI SMA program akselerasi di Jakarta. Sebanyak 52 siswa menjadi sampel penelitian ini. Penelitian dilakukan menggunakan kuisioner untuk mengukur school well-being siswa dan tes prestasi akademik yang menggunakan soal Ujian Akhir Nasional pada mata pelajaran Matematika dan Bahasa Indonesia. Hasil analisis menunjukkan bahwa school well-being memiliki hubungan positif yang signifikan dengan prestasi akademik pada siswa berbakat akademik. Hasil analisis tambahan, menunjukkan bahwa dimensi having memiliki hubungan positif yang signifikan dengan prestasi akademik pada siswa berbakat akademik. Selain itu, dalam penelitian ini ditemukan perbedaan yang signifikan pada prestasi akademik siswa berdasarkan latar belakang pendidikan ibu. Ditemukan pula perbedaan yang tidak signifikan antara school well-being dengan jenis kelamin, school well-being dengan latar belakang pendidikan orang tua, prestasi akademik berdasarkan jenis kelamin, dan prestasi akademik berdasarkan latar belakang pendidikan ayah.

---

Academic achievement is predictor of student success in school, affected by internal and external factor. One construct that describes internal and external factor that affects academic achievement is a school well being by Konu & Rimpelä (2002). This research was conducted to examine the relationship between school well-being of academic achievement for students with academic gifted. The research was conducted on the students of class XI Acceleration Program in high school. Total sample comprised 52 students.

Result indicated that school well-being has a significant positive correlation with academic achievement in academic gifted students. In comparison, it was found thas just only having dimension of school well-being that has a significant positive correlation with academic achievement in academic gifted students. In addition, there was a significant difference in the academic achievement of students based on maternal education. Moreover, there are no significant differences between the school wellbeing by gender, school well-being based on parental education, academic achievement by gender, and academic achievement based on father's education. "

"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."

"Siswa yang berada di tingkat akhir sebuah jenjang, seperti siswa kelas 12 SMA, memiliki kecenderungan stres akademik yang tinggi. Hal ini disebabkan karena siswa di tingkat akhir menerima frekuensi ujian lebih tinggi dan mencemaskan masa depan yang jauh lebih dekat, sehingga permasalahan stres akademik menjadi permasalahan penelitian. Di samping permasalahan tersebut, peneliti menemukanmanfaat mindfulness untuk para siswa, seperti membantu meningkatkan resiliensi dan membantu regulasi emosi, sehingga peneliti juga ingin mencari tahu cara untuk membantu para siswa memiliki kondisi mindfulness. Expressive writingadalah cara untuk menurunkan stres akademik dan berpeluang menciptakan kondisi mindfulness. Penelitian ini bertujuan untuk melihat pengaruh expressive writing terhadap stres akademik dan mindfulness pada siswa kelas 12 SMA. Penelitian ini merupakan penelitian kuantitatif dengan tipe pre-experimental design berjenis one-group pre-test post-test design serta dilaksanakan secara luring. Pengambilan data penelitian menggunakan kuesioner dari alat ukur Educational Stress Scale for Adolescents (ESSA) dan Five Facet Mindfulness Questionnaire (FFMQ). Total partisipan adalah 27 siswa kelas 12 SMA yang berumur 17 dan 18 tahun (M = 17.22). Hasil penelitian menunjukkan terdapatpengaruh expressive writing terhadap penurunan stres akademik (t(26) = 7.26, p < 0.05) dan tidak berpengaruh pada kenaikan mindfulness.

---

Students who are in the final year of a level, such as 12th grade high school students, have a tendency to be high academic stress. This is because students in their final year receive higher frequency of exams and worried about a much closer future, so the academic stress is the research problem. In addition to these research problem, researcher found the benefit mindfulness for tudents, such as helping increase resilience, helping emotion regulation, so researcher want to

looking for the way for helping student have a state of mindfulness. Expressive writing is a way to reduce academic stress and have the opportunity to create a state of mindfulness. This study aimed to look at the effect of expressive writing on academic stress and mindfulness in grade 12th high school students. This research is a quantitative research with a type of pre-experimental design type one-group pre-test post-test design and carried out offline. Research data collection using questionnaires from Educational Stress Scale for Adolescents (ESSA) and Five Facet Mindfulness Questionnaire (FFMQ) measuring instruments. The total participants were 27 grade 12th high school students aged 17 and 18 years (M = 17.22). The results showed that there was an effect of expressive writing on reducing academic stress (t (26) = 7.26, p < 0.05) and no effect on increasing mindfulness."

"Stres akademik merupakan jenis stres yang dipicu oleh stressor berupa beban akademik. Jenis stres ini memberikan pengaruh negatif dalam proses belajar dan prestasi mahasiswa. Salah satu upaya untuk mengurangi stres akademik adalah dengan pengembangan self-regulated learning, sebuah perilaku dimana seseorang mampu mengelola proses belajar mereka sendiri. Di sisi lain, dalam ajaran Islam dikenal sebuah sikap yang dianjurkan bagi muslim yaitu tawakal. Tawakal adalah sikap berusaha dan berserah diri kepada Allah, sikap ini dapat diterapkan dalam berbagai kegiatan termasuk dalam belajar yang digambarkan dengan kesungguhan dalam belajar dan berserah diri kepada Allah setelah berusaha. Pengertian tawakal bagi muslim saat ini hanya fokus terhadap berserah diri kepada Allah dan kurang fokus terhadap usaha sebelum berserah diri. Tawakal dalam penelitian ini akan fokus terhadap usaha dan penyerahan diri kepada Allah dalam kegiatan belajar mahasiswa. Penulis dalam penelitian ini ingin mengetahui apakah self-regulated learning memiliki pengaruh signifikan terhadap stres akademik. Kemudian penulis juga ingin mengetahui apakah tawakal dalam belajar juga memiliki pengaruh signifikan terhadap stres akademik di kalangan mahasiswa. Penelitian ini juga bertujuan untuk mengetahui pengaruh self-regulated learning dan sikap tawakal dalam belajar secara bersamaan terhadap stres akademik pada mahasiswa. Dengan menggunakan metode kuantitatif, penelitian ini melibatkan 150 mahasiswa aktif muslim pada jenjang S1 dan setara S1 (D4 dan S1 ekstensi) di universitas-universitas baik Negeri maupun swasta di Jakarta, Bogor, Depok, Tangerang dan Bekasi. Hasil penelitian ini menunjukkan bahwa self-regulated learning memiliki pengaruh signifikan terhadap stres akademik Tawakal dalam belajar juga terbukti memiliki pengaruh signifikan terhadap stres akademik. Kemudian self-regulated learning dan tawakal dalam belajar secara bersamaan terbukti memberikan pengaruh terhadap stres akademik pada mahasiswa.

---

Academic stress is a type of stress triggered by a stressor in the form of academic burden. This type of stress has negative influence on the learning process and student's achievement. One of the efforts to reduce academic stress is by developing self-regulated learning, a behavior in which a person is able to manage their own learning process. On the other hand, there is an Islamic teaching known as tawakal or the attitude of trying and surrendering to Allah. This attitude of allegiance can be applied in variety of activities including learning, which is conceived with sincerity in learning and surrendering to God after trying.

Understanding tawakal for most Muslims today only focuses on surrendering to Allah and focusing less on the effort before surrendering. Tawakal in this study will focus on the effort of learning and surrendering to God in student learning activities.

The author in this study wanted to find out whether self-regulated learning has a significant influence on academic stress. Also, the author wants to find out whether tawakal in learning also has a significant influence on academic stress among students. This study aims to determine the effect of self-regulated learning and tawakal in learning simultaneously, against the academic stress in students.

By using quantitative methods, this study has involved 150 active Muslim students at S1 level and equivalent to S1 (D4 and S1 extensions) in both public and private universities in Jakarta, Bogor, Depok, Tangerang and Bekasi.

The results of this study indicate that self-regulated learning has a significant influence on academic stress, Tawakal in learning also has a significant effect on academic stress. Then self-regulated learning and tawakal in learning simultaneously proved to have an effect on academic stress on students."

"Penelitian ini dilakukan untuk melihat apakah pemberian program intervensi efektif mengembangkan regulasi diri dalam belajar pada siswa underachiever. Program intervensi yang dilaksanakan merupakan modifikasi dari Self-Regulated Empowerment Program (Cleary & Zimmerman, 2004). Penelitian menggunakan single subject design dengan melibatkan satu orang siswa SMP underachiever yang berusia 12 tahun. Hasil dari penelitian ini menunjukkan bahwa program intervensi efektif memberikan perubahan pada level kognitif. Agar program intervensi efektif untuk perubahan perilaku regulasi diri dalam belajar siswa, waktu pelaksanaan perlu lebih panjang disertai dengan pendampingan pada siswa.

---

This study was conducted to see whether the provision of effective intervention program make underachiever student have self-regulation in learning. Intervention program was a modification of Self-Regulated Empowerment Program (Cleary & Zimmerman, 2004). This study was using single subject research design involving a junior high underachiever aged 12 years old. Results showed that the intervention program effective at the cognitive level. Longer time with program administration and accompanimed with mentoring program recommended for encouraging changes in the student?s self-regulated learning behavior."