Pengaruh Motivasi Belajar dan Dukungan Sosial Teman Sebaya Terhadap Self Regulated Learning Siswa SMA Muhammadiyah 02 Tanjung Sari Medan

Abstract

Artikel ini bertujuan untuk menguji pengaruh motivasi belajar dan dukungan sosial teman sebaya terhadap self regulated learning pada siswa Sekolah Menengah Atas (SMA) Muhammadiyah 02 Tanjung Sari Medan. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik analisis regresi berganda. Pengambilan sampel menggunakan cluster random sampling diperoleh sebanyak 112 orang. Teknik pengumpulan data menggunakan tiga skala, yaitu skala motivasi belajar, dukungan sosial teman sebaya, dan belajar mandiri. Penelitian ini menyimpulkan bahwa (1) terdapat pengaruh positif yang signifikan antara motivasi belajar dengan self regulated learning dimana korelasi rx1y = 0,621 dengan p < 0,05, nilai koefisien determinan prediktor (R2) sebesar 0,386 yang berarti bahwa motivasi belajar berkontribusi untuk mempengaruhi diri sendiri. mengatur pembelajaran sebesar 38,6%. (2) Ada pengaruh positif yang signifikan antara dukungan sosial teman sebaya dengan self regulated learning dimana korelasi rx1y = 0,329 dengan p < 0,05, nilai koefisien determinan prediktor (R2) sebesar 0,257 yang berarti bahwa motivasi belajar memberikan kontribusi terhadap pengaruh self regulated learning sebesar 25,7%. (3) Terdapat pengaruh yang signifikan motivasi belajar dan dukungan sosial teman sebaya terhadap self regulated learning, berdasarkan koefisien F reg = 38,550 dengan p < 0,05, dan koefisien korelasi R = 0,644 dengan p < 0,05 dan R2= 0,414, yang artinya kontribusi keduanya mempengaruhi self-regulated learning sebesar 41,4%. Berdasarkan hasil penelitian, ketiga hipotesis diterima. This article aims to examine the effect of learning motivation and peer social support on self-regulated learning in high school students (SMA) Muhammadiyah 02 Tanjung Sari Medan. This study uses a quantitative approach with multiple regression analysis techniques. Obtaining sampling using cluster random sampling obtained a sample of 112 people. The data collection technique uses three scales, namely the scale of learning motivation, peer social support, and self-regulated learning. This study concludes that (1) there is a significant positive effect between learning motivation and self-regulated learning where the correlation rx1y = 0.621 with p <0.05, the value of the predictor determinant coefficient (R2) is 0.386, which means that learning motivation contributes to influencing self. regulated learning by 38.6%. (2) There is a significant positive effect between peer social support and self-regulated learning where the correlation rx1y = 0.329 with p < 0.05, the value of the predictor determinant coefficient (R2) is 0.257, which means that learning motivation contributes to influence self regulated learning by 25.7%. (3) There is a significant effect of learning motivation and peer social support on self-regulated learning, based on the coefficient F reg = 38.550 with p < 0.05, and the correlation coefficient R = 0.644 with p < 0.05 and R2 = 0.414, which means that the contribution both influence self-regulated learning by 41.4%. Based on the research results, the three hypotheses are accepted.