Hubungan antara Kemandirian dengan Self Regulated Learning di SMA N 13 Medan

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara kemandirian dengan self regulated learning pada remaja awal yang bersekolah di SMAN 13 Medan. Jenis penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Pada penelitian ini di ambil 125 remaja penelitian pada SMA N 13 Medan. Teknik sampling yang digunakan dalam penelitian ini adalah random sampling Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode skala. Selfregulated learning dalam penelitian ini diukur berdasarkan aspek menurut Zimemrman (1989), yaitu metakognisi, motivasi dan perilaku. Kemandirian dalam penelitian ini diukur berdasarkan apek-aspek kemandirian yaitu menurut Steinberg (2013): Emotional autonomy (kemandirian emosional, behavioran autonomy (kemandirian tingkah laku), cognitive autonomy or value autonomy (kemandirian kognitif atau kemandirian nilai). Berdasarkan hasil analisis dengan metode analisis korelasi, diketahui bahwa ada hubungan positif antara kemandirian dengan selfregulated learning, Dimana Rxy= 0,603, Artinya hipotesis yang diajukan diterima. Koefisien determinan (r2) dari hubungan antara variabel bebas X dengan variabel terikat Y adalah sebesar r2 = 0,363. Ini menunjukkan bahwa kemandirian berkontribusi dengan self-regulated learning sebesar 36,3%. Berdasarkan hasil perhitungan nilai rata-rata hipotetik dan empirik dapat disimpulkan bahwa kemandirian tergolong sedang. Selanjutnya dapat disimpulkan juga bahwa self regulated learning tergolong sedang. This study aims to determine the relationship between independence and selfregulated learning in early adolescents who attend SMAN 13 Medan. The type of research used in this study is a quantitative approach. In this study, 125 research teenagers were taken at SMA N 13 Medan. The sampling technique used in this research is random sampling. The data collection method used in this study is the scale method. Self-regulated learning in this study was measured based on aspects according to Zimemrman (1989), namely metacognition, motivation and behavior. Independence in this study was measured based on aspects of independence, namely according to Steinberg (2013): Emotional autonomy (emotional independence, behavioran autonomy), cognitive autonomy or value autonomy (cognitive independence or value independence). correlation, it is known that there is a positive relationship between independence and self- regulated learning, Where Rxy = 0.603, This means that the proposed hypothesis is accepted. The determinant coefficient (r2) of the relationship between the independent variable X and the dependent variable Y is r2 = 0.363. This shows that independence contributes to self-regulated learning by 36.3%. Based on the results of the calculation of the hypothetical and empirical average values, it can be concluded that independence is classified as moderate. Furthermore, it can also be concluded that selfregulated learning is classified as moderate.