Self-Regulated Learning Strategy Training: Improving Self-Regulated Learning of First Year University Students

Ermida Simanjuntak

doi:10.17977/um023v11i22022p95-108

Self-Regulated Learning Strategy Training: Improving Self-Regulated Learning of First Year University Students

Ermida Simanjuntak

Abstract

Penelitian ini bertujuan untuk menguji efek dari pelatihan self-regulated learning strategy untuk meningkatkan self-regulated learning pada maha-siswa tahun pertama. Penelitian ini menggunakan desain one group pretest-posttest. Pemilihan partisipan di pelatihan ini didasarkan pada skor yang didapatkan mahasiswa tahun pertama pada Self-Regulatory Strategies Scales (SRSS). Partisipan pada pelatihan ini adalah sepuluh orang mahasiswa tahun pertama yang memiliki skor yang rendah pada skala SRSS. Penelitian ini menggunakan tiga alat ukur, yaitu tes pemahaman materi self-regulated learning strategies, SRSS, dan self-regulated learning behaviour checklist. Data partisipan pada tes pemahaman dan self-regulated learning behaviour checklist dianalisis menggunakan paired-sample t-test, sedangkan data SRSS dianalisis menggunakan Wilcoxon signed-rank test. Tes pemahaman memiliki t-value sama dengan 10,67, p sama dengan 0,000 (p kurang dari 0,05), self-regulated learning behaviour checklist memiliki t-value sama dengan 9,861, p sama dengan 0,000 (p kurang dari 0,05), dan SRSS memiliki nilai Z-value sama dengan -2,092, p sama dengan 0,036 (p kurang dari 0,05). Ketiga hasil tersebut menunjukkan bahwa ada perbedaan yang signifikan antara skor pretest dan posttest partisipan pada ketiga alat ukur. Nilai posttest partisipan meningkat dibandingkan nilai pretest. Dengan demikian, dapat disimpulkan bahwa pelatihan self-regulated learning strategy dapat meningkatkan self-regulated learning pada mahasiswa tahun pertama.

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DOI: http://dx.doi.org/10.17977/um023v11i22022p95-108