PENGARUH ASPEK NON-KOGNITIF SELF REGULATION LEARNING TERHADAP KEBERHASILAN AKADEMIK MAHASISWA PADA MATA KULIAH BUDI PEKERTI DAN KARAKTER

Agung Kesna Mahatmaharti; Diah Puji Nali Brata

PENGARUH ASPEK NON-KOGNITIF SELF REGULATION LEARNING TERHADAP KEBERHASILAN AKADEMIK MAHASISWA PADA MATA KULIAH BUDI PEKERTI DAN KARAKTER

Agung Kesna Mahatmaharti, Diah Puji Nali Brata

Abstract

One of the means to create quality human resources is education. This requires educational institutions to produce quality resources. Quality education can at the same time create superior human resources. Educators are one of the human components in the learning process whose role is to form potential and quality human resources. The ideal learning paradigm today is student-centered learning oriented. Students are given the freedom to construct their own knowledge and are actively involved in finding various learning information. Learners as objects as well as subjects of learning. Active involvement of students in the learning process can create fun learning. This study aims to describe the non-cognitive factors that affect the performance and success of students, the influence on performance and academic success. Using a quantitative descriptive approach that explains the influence of non-cognitive aspects of self-regulation learning on students' academic success in the Budi Pekerti and Character courses. The research was carried out at the PPKN STKIP PGRI Jombang Study Program. The subjects in this study were PPKN students batch 2020. The subjects used in this study were 16 students using the population sample technique. The research instrument used a questionnaire and documentation. Analysis of quantitative data used in this study using statistical tests with simple linear regression test. Data analysis using SPSS 21. Significant value <0.05 then Ho is rejected and Ha is accepted. The results of the analysis show that the significance value of = 0.000 then 0.000 <0.05 therefore Ho is rejected so that there is an influence of the X variable on the Y variable. Thus it can be said that the non-cognitive aspect of self-regulation learning affects the academic success of students in the Budi Pekerti course. and Character. According to the analysis, it was obtained that X = 0.912 and Y = 0.912 > 0.5, indicating a strong correlation between X and Y. According to the Summary Model as much as 91.2% of the Y variable is influenced by the X variable, so 100% - 91.2% the remaining 8.8% means that the remainder shows the influence of other factors

Keywords

self regulation learning, keberhasilan akademik

Full Text:

PDF

References

. Crocker, J., Brock, A. T., Niiya, Y., & Villacorta, M. 2006. The Pursuit of Self Eestem: Contingencies of Self-Worth and Self Regulation. Journal of Personality, December 2006 , Vol. 74 (6).

. Durlak, J.A., Dymnicki , A.B., Taylor R., Weissberg, R.P., dan Schellinger, K.B. (2011). The impact of student’s social and emotional learnings: A metaanalysis of school-based universal interventions. Child Development. 82 (1). 405-432

. Duckworth, A. I., & Seligman, M. E. P. 2005. Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescent. Journal of Psychology Science. Vol. 16(12), pp.939-944.

. Duckworth, A.I., Grant, H., Loew, B., Oettingen, G, & Gollwitzer, P. M. 2011. Self-Regulation Strategies Improve Self-Discipline in Adolescents: Benefits Of Mental Contrasting and Implementation Intentions. Journal of Educational Psychology. Vol. 31(1), January 2011, pp 17-26.

. Galinsky, E. (2010). Mind in the Making. The Seven Essential Life Skills Every Child Needs. New York: Harper Collins

. Heckman, J.J dan Rubenstein, Y. (2001). The Importance of noncognitive skills: Lessons from the GED testing program. American Economic Review. 91. (2). 145-149

. Rosen, J.A., Glennie, E.J., Dalton, B.W., Lennon, J.M., dan Boziek R.N. (2010). Noncognitive Skills in the Classroom. New Perspective on Educational Research. NC: Research Triangle Institute Press.

. Rosen, J.A. (2010). Academic self concept. Dalam J.A, Rosen, E.J. Glennie, B.W. Dalton, J.M . Lennon , dan R.N. Bozick. Non-Cognitive Skills in the Classroom: New Perspectives on Educational Research. NC: Research Treangle Institute Press. Hal 117-144.

. Ronal J. Dkk . 2015. Pengantar Statistik Edisi Ke Empat Jilid 1. Jakarta : Penerbit Sinarmas.

. Senko. C. & Harackiewicz. J. M. 2005. Regulation of Achievement Goal: The Role of Competence feedback. Journal of Education Psycholog. Vol. 97 (3), pp. 320-336.

. Sudijono, A. 2012. Pengantar Evaluasi Pendidikan. Jakarta: Pt Raja Grafindo Persada.

. Sudjana, N. 2009. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT Remaja Rosdakarya.

. Suprihatiningrum J. 2016. Strategi Pembelajaran. Yogyakarta: AR-Ruzz Media.

. Suprijono, A. 2010. Coorporative Learning Teori dan Aplikasinya. Yogyakarta: Pustaka Pelajar.

. Woolfolk. A. 2010. Educational Psycology Eleventh Edition. New Jersey: Pearson Education International.

. Zimmerman, B. J. 1989. A Social Cognitive View of Self Regulated Learning. Journal of Educational Psychology. 1989, Vol. 81 (3), 329-339.

. Zimmerman, B. J. 1990. Self Regulated Learning and Academic Achievement: An Overview. Journal of Educational Psychology. Vol. 25(1), 3-17.

Refbacks

There are currently no refbacks.

Username
Password
Remember me

Prosiding Conference on Research and Community Services