Risma Yanti, - (2018) PENGARUH PEMBELAJARAN TEMATIK MENGGUNAKAN STRATEGI SELF-REGULATORY PROCESSES TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS V SEKOLAH DASAR : Penelitian Quasi Eksperimen terhadap SiswaKelas V Sekolah Dasar Tahun Ajaran 2017/2018. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran tematik menggunakan strategi self-regulatory processes terhadap kemandirian belajar di kelas V sekolah dasar. Penelitian ini merupakan penelitian quasi eksperimen dengan desain non equivalen pretest-posttest control group design. Populasi penelitian ini adalah siswa SD kelas V di salah satu SD di Kota Bandung tahun ajaran 2017/2018 sejumlah 218 orang dengan sampel dua kelas pada SD tersebut sejumlah 64 orang. Hasil penelitian dapat disimpulkan bahwa: (1) tingkat kemandirian belajar pada kelas kontrol sebesar 57.2% yang termasuk kategori cukup, (2) tingkat kemandirian belajar pada kelas eksperimen sebesar 60.6% yang termasuk kategori cukup, dan (3) pengaruh pembelajaran tematik menggunakan strategi self-regulatory processes terhadap kemandirian belajar siswa kelas V sekolah dasar menunjukkan taraf signifikansi sebesar 0.499 > 0.05 sehingga tidak terdapat pengaruh strategi self-regulatory processes terhadap kemandirian belajar. Perolehan nilai korelasi sebesar -0.199 menunjukan kontribusi treatment yang diberikan pada kelas eksperimen hanya 4%. Artinya pengaruh pembelajaran tematik menggunakan strategi self-regulatory processes terhadap kemandirian belajar siswa SD kelas V tehitung rendah sekali. Namun, terdapat peningkatan yang signifikan pada aspek kesadaran tanggung jawab belajar siswa dengan perolehan taraf signifikansi sebesar 0.00< 0.05. Artinya, strategi self-regulatory processes berpengaruh untuk meningkatkan kesadaran tujuan belajar siswa kelas V sekolah dasar.;--This study aims to determine the effect of thematic learning using selfregulatory
processes strategy toward the independence of learning in
grade V primary school. This research is a quasi-experimental research with nonequivalent design pretest-posttest control group designs. The population of this study is 218 people students of grade V elementary school in one elementary school in Bandung academic year 2017/2018 with a sample of 64 people two classes on the elementary school. The result of this research can be concluded that: (1) the level of learning independence in the control class is 57.2% which is sufficient category, (2) the level of learning independence in the experimental class is 60.6% which is sufficient category, and (3) the thematic learning influence using self-regulatory processes strategy to the independence of students learning grade V elementary school shows the level of significance of 0.499>0.05 so, there is no influence of self-regulatory
processes strategy of learning independence. Obtaining a correlation value of -0.199 shows the contribution of treatment given in the experimental class only 4%. This means that the influence of thematic learning using self-regulatory processes strategy toward the independence of students studying elementary school V grade is very low. However, there is a significant increase in the awareness of
learning responsibility aspect with the acquisition level of significance of 0.00<0.05. That is, the self-regulatory processes strategy influence to increase awareness of learning objectives of grade V elementary school students.
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| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil : S PGSD RIS p-2018; Pembimbing : I. Pupun Nuryani, II. Arie Rakhmat Riyadi; NIM : 1406962. |
| Uncontrolled Keywords: | pembelajaran tematik, self-regulatory processes, kemandirian belajar |
| Subjects: | L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi |
| Depositing User: | Cintami Purnama Rimba |
| Date Deposited: | 30 Jul 2019 06:01 |
| Last Modified: | 30 Jul 2019 06:01 |
| URI: | http://repository.upi.edu/id/eprint/36539 |
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