Hubungan Dukungan Sosial Guru Terhadap Self Regulated Learning Pada Siswa Smp Pendidikan Raudhatul Jannah

Abstract

Penelitian bertujuan untuk menguji Hubungan Dukungan Sosial Guru Pada Siswa SMP Pendidikan Raudhatul Jannah. Penelitian ini menggunakan metode penelitian kuantitatif. Pada penelitian ini di ambil 63 Siswa SMP Pendidikan Raudhatul Jannah kelas 1. Self-regulated learning diukur berdasarkan aspek menurut Zimmerman (2004), self-regulated learning yaitu metakognisi, motivasi dan perilaku. Dukungan sosial dalam penelitian ini diukur berdasarkan aspek-aspek dukungan sosial Canava dan Dolan (dalam Tarmidi dan Rambe, 2013) Dukungan Emosional, Dukungan Penghargaan, Dukungan Instrumental, Dukungan Informasi, dan Dukungan Jaringan Sosial. Berdasarkan hasil analisis korelasi product moment, terdapat hubungan positif antara Dukungan sosial dengan Self regulated learning. Hasil ini dibuktikan dengan koefisien korelasi rxy = 0,570, dengan Signifikan p= 0,000 < 0,05. Koefisien determinan (r2) 0,325 Ini menunjukkan bahwa Dukungan sosial berdistribusi sebesar 32.50% terhadap Self regulated learning. Hal ini menunjukkan ada 67,5 % faktor lain yang mempengaruhi Self regulated learning. Disimpulkan bahwa dukungan sosial guru tergolong sedang dengan nilai mean hipotetik sebesar 47.500 dan nilai mean empirik 47.963. Self regulated learning tergolong sedang dengan nilai mean hipotetik sebesar 55 nilai mean empiric 54.031. The aim of this study was to examine the correlation between teacher social support and students at Raudhatul Jannah Middle School. This research uses quantitative research methods. In this study, 63 students of Raudhatul Jannah Education Middle School were taken in class 1. Self-regulated learning is measured based on aspects according to Zimmerman (2004), self-regulated learning namely metacognition, motivation and behavior. Social support in this study was measured based on aspects of social support Canava and Dolan (in Tarmidi and Rambe, 2013) Emotional Support, Appreciation Support, Instrumental Support, Information Support, and Social Network Support. Based on the results of the product moment correlation analysis, there is a positive relationship between social support and self-regulated learning. This result is evidenced by the correlation coefficient rxy = 0.570, with a significant p = 0.000 <0.05. The coefficient of determination (r2) is 0.325. This shows that social support is distributed at 32.50% of self-regulated learning. This shows that there are 67.5% of other factors that influence selfregulated learning. It was concluded that teacher social support was moderate with a hypothetical mean value of 47,500 and an empirical mean value of 47,963. Selfregulated learning is classified as medium with a mean hypothetical value of 55 with an empirical mean value of 54,031.