Pengaruh Self Regulated Learning dan Self Awareness terhadap Self Leadership pada Siswa di Bimbingan Belajar Excellent Brain Kabanjahe

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh self regulated learning dan self awareness terhadap self leadership pada siswa bimbingan belajar di Excellent Brain Kabanjahe. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain korelasional. Sampel berjumlah 100 siswa yang diperoleh melalui teknik purposive sampling. Instrumen yang digunakan adalah skala self-regulated learning, self-awareness, dan self-leadership yang telah diuji validitas dan reliabilitasnya. Hasil analisis menunjukkan adanya pengaruh signifikan secara simultan dan parsial antara self regulated learning dan self awareness terhadap self leadership. Temuan ini mengindikasikan bahwa kemampuan siswa dalam mengatur proses belajar dan mengenal dirinya sendiri berperan penting dalam membentuk kepemimpinan diri. Implikasi dari penelitian ini diharapkan dapat menjadi masukan bagi lembaga bimbingan belajar dalam mengembangkan pendekatan pendidikan yang mendorong pembentukan self-leadership siswa secara optimal untuk menunjang prestasi dan pengembangan karakter. This study aims to examine the influence of self-regulated learning and self-awareness on self-leadership among students at the Excellent Brain tutoring center in Kabanjahe. The research employed a quantitative approach with a correlational design. A sample of 100 students was selected using purposive sampling. Instruments used included validated and reliable scales measuring self-regulated learning, self-awareness, and self-leadership. The regression analysis revealed that both self-regulated learning and self-awareness significantly affect self-leadership, both partially and simultaneously. These findings suggest that students’ ability to manage their learning processes and recognize their personal traits plays a crucial role in developing self-leadership. The implications of this study are expected to provide valuable input for tutoring institutions in developing educational strategies that foster students’ self-leadership to support academic achievement and character development.