Siti Rofiqoh, - (2023) KONTRIBUSI HARAPAN AKADEMIK MAHASISWA TERHADAP SELF-REGULATED LEARNING : Studi Korelasi terhadap Mahasiswa Angkatan 2021 Universitas Pendidikan Indonesia. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian dilatarbelakangi oleh pentingnya self-regulated learning bagi mahasiswa. Self-regulated learning merupakan proses mengendalikan metakognitif, motivasi, dan perilaku mahasiswa dalam mencapai tujuan akademiknya sehingga mampu menghadapi tantangan-tantangan dalam proses belajar. Harapan akademik merupakan keyakinan tentang yang akan terjadi dan dapat membantu dalam pencapaian tujuan akademik. Penelitian ini bertujuan untuk mengetahui kontribusi atau pengaruh harapan akademik terhadap self-regulated learning mahasiswa menggunakan pendekatan kuantitatif dengan metode korelasional dan desain penelitian explanatory research design. Pengumpulan data diperoleh menggunakan teknik non-probability sampling tipe convinence sampling pada 410 mahasiswa S1 Angkatan 2021 Universitas Pendidikan Indonesia. Hasil penelitian menunjukkan: (1) kecenderungan umum self-regulated learning mahasiswa berada pada kategori sedang, (2) kecenderungan umum harapan akademik mahasiswa berada pada kategori hopefulness, (3) hasil pengujian korelasi menunjukkan p=0,000<0,05 yang artinya terdapat hubungan positif dan signifikan antara harapan akademik mahasiswa dengan self-regulated learning dan hasil pengujian koefisien determinasi menunjukkan harapan akademik mahasiswa memiliki kontribusi sebesar 35,2% pada self-regulated learning. Implikasi penelitian menunjukkan perlunya pengembangan self-regulated learning dan harapan akademik mahasiswa secara beriringan melalui layanan bimbingan belajar. Research is motivated by the importance of self-regulated learning for students. Self-regulated learning is a process of controlling students' metacognitive, motivation, and behavior in achieving their academic goals so that they are able to face challenges in the learning process. Academic expectations are beliefs about what will happen and can help in achieving academic goals. This study aims to determine the contribution or influence of academic expectations on students' self-regulated learning using a quantitative approach with a correlational method and an explanatory research design. Data collection was obtained using a non-probability sampling technique with the convenience sampling type on 410 undergraduate students Batch 2021 at the Indonesian University of Education. The results showed: (1) the general tendency of student self-regulated learning was in the moderate category, (2) the general trend of student academic expectations was in the hopefulness category, (3) the results of the correlation test showed p=0.000<0.05, which means there is a relationship positive and significant relationship between student academic expectations and self-regulated learning and the results of the coefficient of determination test show that student academic expectations contribute 35.2% to self-regulated learning. The research implications show the need to develop self-regulated learning and the expectations of academic students simultaneously through tutoring services.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | ID Sinta Dosen Pembimbing: 6141851 SUHERMAN 5995404 DADANG SUDRAJAT |
| Uncontrolled Keywords: | harapan akademik, mahasiswa, self-regulated learning |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Fakultas Ilmu Pendidikan > Pendidikan Psikologi dan Bimbingan |
| Depositing User: | Siti Rofiqoh |
| Date Deposited: | 07 Feb 2023 04:32 |
| Last Modified: | 07 Feb 2023 04:32 |
| URI: | http://repository.upi.edu/id/eprint/88035 |
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