PENERAPAN SELF-REGULATED LEARNING (SRL) DALAM MENINGKATKAN KOGNITIF SISWA PADA MATERI COMPUTATIONAL THINKING (CT)

Endah Permatasari, - and Wahyudin, - and Budi Laksono Putro, - (2025) PENERAPAN SELF-REGULATED LEARNING (SRL) DALAM MENINGKATKAN KOGNITIF SISWA PADA MATERI COMPUTATIONAL THINKING (CT). S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Kurikulum Merdeka merupakan kurikulum yang berlaku pada saat ini di Indonesia. Karakteristik utama pada kurikulum ini, mengacu pada profil pelajar Pancasila. Salah satu elemen pada profil pelajar Pancasila adalah mandiri. Elemen mandiri ini bertujuan untuk membentuk pelajar pancasila yang memiliki pemahaman terhadap diri sendiri dan situasi yang dihadapi, serta regulasi diri untuk mencapai tujuan dan meningkatkan kualitas hidup. Proses regulasi diri dapat dikembangkan dalam proses pembelajaran, yang dikenal dengan Self-Regulated Learning (SRL). Karakteristik dari Self-Regulated Learning (SRL) adalah mampu mengontrol prilaku, motivasi dan kognisi diri sendiri, mampu menargetkan tujuan pembelajaran dan dapat mengoptimalkan pembelajaran. Berdasarkan studi literatur yang dilakukan sebelumnya, Self-Regulated Learning (SRL) dapat ditingkatkan melalui media pembelajaran yang digunakan. Sekitar 22% media pembelajaran berbasis website dikembangkan untuk mengukur Self-Regulated Learning (SRL). Dan hasil studi lapangan yang dilakukan di SMP Salman Al Farisi Bandung kelas VIII. Pada mata pelajaran Informatika, khususnya materi Computational Thinking (CT) merupakan materi yang sulit untuk dipelajari. Hal ini disebabkan karena Computational Thinking (CT) merupakan elemen materi baru yang berada di Kurikulum Merdeka. Sehingga siswa belum terbiasa untuk menyelesaikan permasalahan menggunakan Computational Thinking (CT). Selain itu metode yang digunakan adalah metode konvensional berupa metode ceramah, dan pemberian soal latihan. Penelitian ini telah berhasil menerapkan Self-Regulated Learning (SRL) untuk meningkatkan hasil belajar siswa pada materi Computational Thinking (CT) dengan bantuan media pembelajaran berbasis website. Hasil menunjukkan pada kedua kelas mengalami perubahan dari nilai pretest ke posttest. Dibuktikan dengan statistik Uji T, pada kelas kontrol mengalami peningkatan 23 poin dan kelas eksperimen mengalami peningkatan 34 poin. Penelitian inipun membuktikan bahwa Self-Regulated Learning (SRL) memiliki efektivitas yang besar melalui uji Effect Size Cohen’s d yaitu sebesar 3,98. Namun dari uji korelasi Spearman membuktikan bahwa hubungan setiap elemen Self-Regulated Learning (SRL) dengan nilai posttest baik kelas kontrol maupun kelas eksperimen sangat lemah, hal ini mengindentifikasi bahwa adanya faktor lain yang dapat mempengaruhi peningkatan kognitif siswa, namun Self-Regulated Learning (SRL) masih memberikan hubungan yang lebih baik dalam proses pembelajaran.

The Merdeka Curriculum is the currently implemented curriculum in Indonesia. The main characteristic of this curriculum refers to the Pancasila Student Profile. One of the elements of the Pancasila Student Profile is independence, which aims to shape Pancasila students with self-awareness and an understanding of the situations they face, as well as self-regulation to achieve goals and improve quality of life. The self-regulation process can be developed in learning, known as Self-Regulated Learning (SRL). The characteristics of Self-Regulated Learning (SRL) include the ability to control behavior, motivation, and cognition, set learning goals, and optimize learning. Based on previous literature studies, Self-Regulated Learning (SRL) can be enhanced through the learning media used. Approximately 22% of web-based learning media are developed to measure Self-Regulated Learning (SRL). Field studies conducted at Salman Al Farisi Middle School Bandung, in grade VIII Informatics classes, revealed that the Computational Thinking (CT) subject is challenging for students to learn. This difficulty arises because Computational Thinking (CT) is a new material element introduced in the Merdeka Curriculum, making students unfamiliar with solving problems using CT. Additionally, the teaching method employed is conventional, consisting of lectures and practice exercises. This research successfully implemented Self-Regulated Learning (SRL) to improve students’ learning outcomes in Computational Thinking (CT) with the aid of web-based learning media. Results showed improvements in both classes from pre-test to post-test scores. Statistical analysis using the T-Test indicated a 23-point increase in the control class and a 34-point increase in the experimental class. This study also demonstrated the significant effectiveness of Self-Regulated Learning (SRL) through Cohen’s d Effect Size test, which yielded a value of 3.98. However, Spearman's correlation test revealed that the relationship between each SRL element and post-test scores, in both the control and experimental classes, was very weak. This finding suggests the presence of other factors influencing students' cognitive improvement. Nevertheless, Self-Regulated Learning (SRL) still contributes positively to the learning process.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=p-ooCtEAAAAJ&hl=en ID SINTA Dosen Pembimbing: Wahyudin 5979725 Budi Laksono Putro 5993187
Uncontrolled Keywords:	Self-Regulated Learning (SRL), Computational Thinking (CT), Media Pembelajaran Berbasis Web Self-Regulated Learning (SRL), Computational Thinking (CT), Web Based Learning
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QA Mathematics > QA76 Computer software
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Ilmu Komputer - S2
Depositing User:	Endah Permatasari
Date Deposited:	19 May 2025 00:59
Last Modified:	19 May 2025 00:59
URI:	http://repository.upi.edu/id/eprint/133188

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