Pengaruh Efikasi Diri Dan Dukungan Orangtua Terhadap Self Regulated Learning (SRL) Peserta Didik Sma Swasta Assisi Siantar

Abstract

Self-Regulated Learning saat ini banyak yang bermasalah dalam melaksanakan layanan pembelajaran. Self-regulated learning tentu dipengaruhi oleh banyak faktor. Penelitian ini bertujuan untuk menganalisis dan mengetahui pengaruh antara efikasi diri dan dukungan orangtua terhadap self-regulated learning. Penelitian ini termasuk ke dalam penelitian kuantitatif bersifat asosiatif kausal. Sampel penelitian ini sebanyak 122 orang siswa yang tersebar dalam SMA Swasta Asisi Siantar. Data penelitian dikumpulkan menggunakan skala penelitian yang dinyatakan valid dan reliabel. Teknis analisis data menggunakan analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa (1) ada pengaruh efikasi diri terhadap self-regulated learning. Dari hasil analisis statistik ditemukan Hasil uji hipotesis menemukan nilai koefisien rx1y sebesar 0.685 dengan p < 0.05, dan nilai koefisien determinan prediktor (R2) sebesar 0, 469. Ini berarti bahwa tinggi rendahnya efikasi diri yang dimiliki anak akan dapat meningkatkan atau menurunkan self-regulated learning. (2) ada pengaruh dukungan orangtua dengan self-regulated learning. Hasil uji hipotesis menemukan nilai koefisien rx1y sebesar 0.359 dengan p < 0.05 dan nilai koefisien determinan prdiktor (R2) sebesar 0, 369. Dengan demikian dapat disimpulkan bahwa banyak tidaknya dukungan orangtua yang diterima anak akan dapat meningkatkan atau menurunkan self-regulated learning. (3) ada pengaruh efikasi diri dan dukungan orangtua dengan self-regulated learning. Hasil uji hipotesis menemukan nilai koefisien F reg = 38.550 dengan p < 0.05 dan koefisien korelasi antara X1, X2 dan Y diperoleh hasil sebesar (𝑟𝑥𝑖𝑥2𝑦) = 0.644 dengan p < 0.05 dan koefisien determinan R2 = 0.414. Dengan demikian dapat disimpulkan bahwa efikasi diri dan dukungan orangtua secara bersama-sama berpengaruh terhadap self-regulated learning, kontribusi keduanya dalam meningkatkan self-regulated learning adalah sebesar 41.4%. Dengan demikian dapat disimpulkan hipotesis ketiga yaitu tedapat hubungan positif antara efikasi diri dan dukungan orangtua terhadap self-regulated learning. Self-Regulated Learning currently has many problems in implementing learning services. Self-regulated learning is certainly influenced by many factors. This research aims to analyze and determine the influence of self-efficacy and parental support on self-regulated learning. This research is included in causal associative quantitative research. The sample for this research was 122 students spread across Asisi Siantar Private High School. Research data was collected using a research scale that was declared valid and reliable. The data analysis technique uses multiple linear regression analysis. The research results show that (1) there is an influence of self-efficacy on self-regulated learning. From the results of the statistical analysis, it was found that the results of the hypothesis test found that the rx1y coefficient value was 0.685 with p < 0.05, and the value of the predictor determinant coefficient (R2) was 0.469, this means that the high or low self-efficacy of children will be able to increase or decrease self-efficacy. regulated learning. (2) there is an influence of parental support on self-regulated learning. The results of the hypothesis test found an rx1y coefficient value of 0.359 with p < 0.05, and a predictor coefficient value (R2) of 0.369, thus it can be concluded that whether or not a child receives a lot of parental support will be able to increase or decrease self-regulated learning. (3) there is an influence of self-efficacy and parental support with self-regulated learning. The results of the hypothesis test found that the coefficient value F reg = 38.550 with p < 0.05, and the correlation coefficient between X1, Thus it can be concluded that self-efficacy and parental support together influence self-regulated learning, the contribution of both in improving self-regulated learning is 41.4%. Thus, it can be concluded that the third hypothesis is that there is a positive relationship between self-efficacy and parental support for self-regulated learning.