Description of Implementation of Self-Regulated Learning on Student at The University of X

Authors

  • Yan Andre Peranginagin Bina Nusantara University
  • Budi Sulaeman Bina Nusantara University
  • Antonina Pantja Juni Wulandari Bina Nusantara University

DOI:

https://doi.org/10.21512/becossjournal.v3i2.7500

Keywords:

self-regulated learning, academic achievement, students

Abstract

This research aims to provide a description regarding the implementation of Self-Regulated Learning on students at the University of X. This research was organized with quantitative methods with types of descriptive. Sampling method on this research using the technique of convenience with the number of participants of 110 students of University consist of 48 males and 62 females. Measurement of Self-Regulated Learning conducted using questionnaires which done by researchers based on 3 phases of Self-Regulated Learning, which are: (1) Forethought, (2) Performance and (3) Self-reflection. The result of this research showed that applying on the first phases which is the stage of Forethought relatively low with the gain of score of 2.62 compared to an average score of 2.82. However, the second phases, which is the stage of performance relatively high with the gain of score above average which is 2.90. the implementation of the third phases which the self-reflection quite high with the score of 2.94. On the research also found the relationship between Grade Point Average (GPA) and the implementation of  the 3 phases of Self-Regulated Learning, which is the higher GPA score earned by students, the more optimal the implementation of 3 cycles of Self-Regulated Learning.

Dimensions

Plum Analytics

Author Biographies

Yan Andre Peranginagin, Bina Nusantara University

Psychology Departement, Faculty of Humanities

Budi Sulaeman, Bina Nusantara University

Psychology Departement, Faculty of Humanities

Antonina Pantja Juni Wulandari, Bina Nusantara University

Psychology Departement, Faculty of Humanities

References

Departemen Pendidikan Nasional. (2016). Kamus besar bahasa Indonesia, 5th ed. (Jakarta: Balai Pustaka).

El‐Anzi, F.O. (2005). Academic achievement and its relationship with anxiety, self esteem, optimism, and pessimissm in kuwaiti students. Social Behavior and Personality. 33(1), 95‐104.

Ormrod, J.E., (2003). Educational psychology: developing learners, 4th ed. (New Jersey: Pearson Education inc).

Schunk, D. H. (2005). Self-regulated learning: the educational legacy of paul pintrich. Journal of Educational Psychology, 40(2), 85-94.

Schunk, D. H., Pintrich, J. L. & Meece. (2012). Motivasi dalam pendidikan, teori penelitian dan aplikasi, 3rd ed. Tjo. E (Penerj). (Jakarta: Indeks).

Song, D. (2017). Self-regulated learning. 3 Phases. Einbrain. https://einbrain.com/1773

Susetyo, Y. F. & Khumara, A. (2012). Orientasi tujuan, atribusi penyebab dan belajar berdasar regulasi diri. Jurnal Psikologi, 39(1), 95-111.

Woolfolk, A. (2010). Educational psychology. Upper saddle river, (NJ: Pearson Education International).

Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. Jurnal of Educational Psychology, 25(1), 3-17.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, and M. Zeidner (Eds.) Handbook of self- Regulation (pp. 13-39). (San Diego,CA, US: Academic).

Downloads

Published

2021-05-31

Issue

Section

Articles
Abstract 293  .
PDF downloaded 336  .