PERAN SELF REGULATED LEARNING SEBAGAI MEDIATOR PADA HUBUNGAN ANTARA SCHOOL WELL-BEING DENGAN PENYESUAIAN AKADEMIK SISWA SEKOLAH MENENGAH PERTAMA DI SURABAYA
Artikel Sidebar
Abstrak
Penelitian ini bertujuan untuk mengetahui ada atau tidaknya peran self regulated learning sebagai mediator pada hubungan antara school well being dengan penyesuaian akademik siswa kelas VII. Sampel yang digunakan dalam penelitian ini sebanyak 213 siswa kelas VII SMPN 60 Surabaya dengan menggunakan metode kuantitatif. Metode analisis data menggunakan analisis jalur (path analysis) dan sobel test. Hasil analisis yang diperoleh pada analisis jalur (path analysis) menunjukkan t = 8.214 dan p < 0.05 dapat disimpulkan ada hubungan langsung yang signifikan school well being dengan self regulated learning. Analisis hubungan langsung diperoleh hasil nilai t = 7.811 dan p < 0,05 maka dapat disimpulkan bahwa ada hubungan langsung yang signifikan school well being dengan penyesuaian akademik. Demikian pulan di peroleh kesimpulan bahwa ada hubungan langsung yang signifikan self regulated learning dengan penyesuaian akademik. Model mediasi dinalisis dengan formula Sobel diperoleh t hitung sebesar 3.910 > 1.96, yang artinya self regulated learning secara signifikan berperan sebagai mediator pada hubungan school well being dengan penyesuaian akademik.
Artikel teks lengkap
Referensi
Abbott-Chapman, J., Hughes, P., & Wyld, C. (1992). Monitoring student progress: A Framework for improving student performance and reducing attrition in higher education. Hobart: National Clearinghouse for Youth Studies. http://ecite.utas.edu.au/106951
Ajhuri, K. F. (2019). Psikologi Perkembangan Pendekatan Sepanjang Rentang Kehidupan (I).
Yogyakarta. Penebar Media Pustaka.
Azhari, & Situmorang, N. Z. (2019). Dampak positif school well-being pada siswa di sekolah.
Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan, 256263.
Azwar, S. (2012). Penyusunan Skala Psikologi (edisi 2). Yogyakarta: Pustaka Belajar.
Baker, R. W., & Siryk, B. (1989). The Student Adaptation to College Questionnaire (SACQ): A WPS Test Report. In Western Psychological Services (Vol. 58, Issue 58).
Cazan, A. M. (2012). Self regulated learning strategies - Predictors of academic adjustment. Procedia
- Social and Behavioral Sciences, 33, 104–108. https://doi.org/10.1016/j.sbspro.2012.01.092
Choirudin, M. (2015). Penyesuaian Diri: Sebagai Upaya Mencapai Kesejahteraan Jiwa. 12(1), 20. https://doi.org/https://doi.org/10.14421/hisbah.2015.121-07
Creswell, JW (2014). Desain Penelitian: Pendekatan Kualitatif, Kuantitatif, dan Metode Campuran (edisi ke-4). Terjemahan. Thousand Oaks, CA: Sage.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychological, 26((3 & 4)), 325–346.
Dinata, Rahzianta, and M. Zainuddin, (2016) “Self Regulated Learning sebagai Strategi Membangun Kemandirian Peserta Didik dalam Menjawab Tantangan Abad 21,” Semin. Nas. Pendidik. Sains, vol. 1, no. 1, pp. 139–146.
Fatah, V. F., Susanti, S., Ariyanti, M., & Nursyamsiyah, N. (2021). Penyesuaian Diri Siswa Tahun Pertama SMP Dimasa Pandemi Covid 19. Jkep, 6(2), 232– 239. https://doi.org/10.32668/jkep.v6i2.792
Hawani, A., & Chikha, A. Ben. (2021). the Relationship Between Value Conflict and Academic Adjustment Among Students At the Higher Institute of Sport and Physical Education (Ksar Saïd) University of Manouba, Tunisia. European Journal of Social Sciences Studies, 6(1), 243–
252. https://doi.org/10.46827/ejsss.v6i1.994
Hurtado, S., Han, J. C., Sáenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. (2007). Predicting Transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first-year of college. Research in Higher Education, 48(7), 841–887. https://doi.org/10.1007/s11162-007-9051-x
Igirisa, S. F., & Yoenanto, N. H. (2021). Pengaruh Keberfungsian Keluarga terhadap Penyesuaian Akademik pada Mahasiswa Tahun Pertama Selama
Kabela, Y. (2021). Hubungan Antara School Well-Being Dengan Regulasi Diri Dalam Belajar Pada Siswa. Skripsi. Universitas Islam Negeri Sultan Syarif Kasim Riau.
Konu, A., & Rimpelä, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79–87. https://doi.org/10.1093/heapro/17.1.79
Kristiyani, T. (2016). Self regulated learning konsep, implikasi, dan tantangannya bagi siswa di Indonesia. In Sanata Dharma University Press, Yogyakarta.
Mahesanara, A.A. & Nastiti, D. (2024). Hubungan Antara School Well Being Dan Self Regulated Learning Pada Siswa Smpn 2 Taman. Psikologia: Jurnal Psikologi. 9(2): 10.21070/Psikologia.V9i2.1816
Mih, V., Mih, C., & Dragoş, V. (2015). Achievement Goals and Behavioral and Emotional Engagement as Precursors of Academic Adjusting. Procedia - Social and Behavioral Sciences, 209(July), 329–336. https://doi.org/10.1016/j.sbspro.2015.11.243
Novadelian, A., & Rozali, Y. A. (2020). Perbedaan Penyesuaian Akademik Ditinjau dari Kategorisasi Adversity Intelligence pada Santri MTS Pondok Pesantren Daar el-Qolam 1 Jayanti, Tangerang. Fakultas Psikologi Universitas Esa Unggul, Jakarta Barat.
Nuswantoro,D.B. (2021) Hubungan antara parental support dengan penyesuaian akademik siswa sekolah Islam pada masa pandemi Covid -19. Skripsi
Omrod, J.E. (2006). Educational Psychology: Developing Learners. Upper Saddle River: Merril Prentice Hal
Ramadhan, A.G. Hubungan Antara School Well-Being Dengan Self-Regulated Learning Pada Mahasiswa Program Studi Kedokteran Fakultas Kedokteran Universitas Diponegoro.
Rahmayati, T. E., & Lubis, Z. (2013). Hubungan Efikasi Diri Akademik dan Dukungan Sosial dengan Penyesuaian Diri. Analitika: Jurnal Magister Psikologi Uma, 5(2), 43–49. http://ojs.urna.ac.id/index.php.analitika/article/view/784.
Rozali, Y. A., & Yashirly, E. (2022). Peran Self-Regulated Learning Dan Penyesuaian Akademik Di Masa Pandemi. 9, 25–43. Https://Doi.Org/10.1007/978-3-030-85524-6_3
Safitri, L. (2020). Contemporary Education In Australia: Wellbeing Education At Balcombe Grammar School Mount MarthaVictoria. Lentera Pendidikan, Vol. 23 No. 1 Juni 2020: 33-43
Saraswati, S. Tiatri, and R. Sahrani, “Peran Self- Esteem Dan School Well-Being Pada,” J. Muara Ilmu Sos. Humaniora, dan Seni, vol. 1, no. 2, pp. 511–518, 2017.
Schneiders, A. A. (1960). Personal Adjustment and Mental Health. New York: Holt, Reinhart, and Winston Inc.
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R&D (XIX).
Sunarto., & Hartono. (2008). Pengembangan Peserta Didik. Jakarta. Rineka Cipta. van Rooij, E. C.
Van Rooij, E., Jansen, E., & Van De Grift, W. (2018). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, 33(4), 749–767. https://doi.org/10.1007/s10212-017-0347-8
Wendari, W. N., Badrujaman, A., & Sismiati S., A. (2016). Profil Permasalahan Siswa Sekolah Menengah Pertama (Smp) Negeri Di Kota Bogor. Insight: Jurnal Bimbingan Konseling, 5(1),
134. https://doi.org/10.21009/insight.051.19
Widiyati, R., & Supriatna, U. Y. (2018). Hubungan antara School Well-Being dengan Penyesuaian Akademik pada Siswa Kelas 3 Elektronika Industri di SMK Negeri 1 Cimahi. Prosiding Psikologi, 4(2), 863–869.
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview.
Educational Psychologist, 25(1), 3–1
Penulis
- Copyright
Authors who publish their manuscripts in Archetype: Jurnal Ilmiah Psikologi dan Terapan agree to the following terms and conditions:
- Authors retain copyright over their work and grant the journal the right of first publication, where the work is licensed under a Creative Commons license. Creative Commons Attribution-NonCommercial (CC BY-NC).
- Authors are permitted to upload articles that have been published (Post-Print or Publisher's PDF versions) to institutional repositories, personal websites, or other media with full attribution and without commercial use.
- Licensing Policy
All content published in Archetype: Jurnal Ilmiah Psikologi dan Terapan Full Open Access and licensed under:
Lisensi Creative Commons Attribution - NonCommercial 4.0 International (CC BY - NC 4.0)
This license permits users to:
- Share : Copying and distributing the material in any media or format.
- Adapt : Remix, modify, and build upon this material.
Provided that users must meet two main requirements:
- BY – Attribution : Users must attribute the work appropriately (credit) and provide a link to the license, as well as indicate if any changes have been made. This must be done in a reasonable manner without implying that the publisher or author endorses you or your use.
- NC – NonCommercial : Users are not permitted to use this material for commercial purposes.
What is meant by Non-Commercial?
Use intended for commercial gain or personal monetary compensation. Use of this journal content must be for educational, research, or non-profit purposes.
Important: This license aims to maximize the dissemination of research while protecting authors' rights from commercial exploitation.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, Authors retain copyright and grant the Archetype : Jurnal Ilmiah Psikologi dan Terapan and Universitas Muhammadiyah Surabaya as publisher of first publication right.