Hubungan Self Efficacy dan Iklim Kelas Dengan Self Regulated Learning Siswa SMA Negeri 11 Medan

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan natara variabel self efficacy dan iklim kelas dengan self regulated learning siswa SMA Negeri 11 Medan. Penelitian ini menggunakan pendekatan korelasional, yaitu untuk menegtahui hubungan antar variabel penelitian. Populasi adalah seluruh siswa SMA Negeri 11 Medan sebanyak 255 siswa. Sampel berjumlah 160 orang siswa. Sampel diambil dengan menggunakan teknik Random Sampling. Teknik pengumpulan data yang digunakan adalah angket Skala Likert. Penelitian ini menggunakan skala dengan instrument self efficacy, iklim kelas dan self regulated learning. Analisis data dilakukan dengan rumus Regresi Linear berganda. Hasil penelitian menunjukkan korelasi positif yang signifikan self efficacy dengan self regulated learning = 0,349 dengan p = 0,003, Koefisien = 0,122. Ini menunjukkan bahwa self regulated learning di bentuk oleh self efficacy dengan kontribusi sebesar 12,2%. korelasi positif yang signifikan iklim kelas dengan self regulated learning, dimana koefisien = 0,636 dengan p = 0,000, Koefisien r kuadrat dukungan keluarga dengan variabel terikat self regulated learning adalah = 0,407. Ini menunjukkan bahwa self regulated learning dibentuk oleh iklim kelas dengan kontribusi sebesar 40,7%. Selain itu berdasarkan hasil analisis data didapatkan hubungan signifikan self efficacy dan iklim kelas dengan self regulated learning, dimana koefisien = 0,639 dengan p = 0,000 berarti p < 0,050. Koefisien determinan ( ) hubungan antara kepercayaan diri, dukungan keluarga dengan variabel terikat self regulated learning adalah = 0,408. Ini menunjukkan bahwa self regulated learning dibentuk oleh self efficacy dan iklim kelas dengan kontribusi sebesar 40,8%. This study aims to determine the relationship between self-efficacy and classroom climate variables with self-regulated learning of SMA Negeri 11 Medan students. This study uses a correlational approach, which is to determine the relationship between research variables. The population is all students of SMA Negeri 11 Medan as many as 255 students. The sample is 160 students. Samples were taken using random sampling techniques. Data collection techniques used three scales, consisting of a scale of self-efficacy, classroom climate, self-regulated learning. The data collection technique used was a Likert scale questionnaire. Data analysis was performed using the Multiple Linear Regression formula. The results showed that there was a significant positive correlation between self-efficacy and self-regulated learning = 0,349 with p = 0,003, this means that the higher self-confidence, the higher self-regulated learning. The coefficient = 0,122. This shows that self-regulated learning is shaped by self-efficacy with a contribution of 12,2%.. There is a significant positive correlation between classroom climate and self-regulated learning, where the coefficient of = 0,636 with p = 0.000, this means that the higher family support, the higher the self-regulated learning. The coefficient of r squared for family support with the dependent variable on self-regulated learning is = 0. 0,407. This shows that self-regulated learning is formed by family support with a contribution of 40,7%. In addition, based on the results of data analysis, there was a significant relationship between self-efficacy and classroom climate with self-regulated learning, where the coefficient of = 0,639 with p = 0.000 means p <0.050. The determinant coefficient ( ) of the relationship between self-confidence, family support and the dependent variable of self-regulated learning is = 0,408. This shows that self-regulated learning is formed by self-confidence and family support with a contribution of 40,8%.