Pengaruh Self Efficacy dan Social Support terhadap Self Regulated Learning pada Siswa SMA Budi Agung Medan

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh self-efficacy dan dukungan sosial terhadap self-regulated learning pada siswa SMA Budi Agung Medan. Self-regulated learning merupakan kemampuan siswa untuk mengatur proses belajar secara mandiri yang melibatkan aspek kognitif, motivasional, dan perilaku. Penelitian ini dilatarbelakangi oleh fenomena rendahnya kemampuan pengaturan diri siswa dalam belajar, yang berdampak pada prestasi akademik yang kurang optimal. Faktor-faktor yang diduga berkontribusi adalah tingkat keyakinan diri (self-efficacy) dan dukungan sosial dari lingkungan sekitar seperti keluarga, teman sebaya, dan guru. Penelitian ini menggunakan metode kuantitatif dengan desain penelitian korelasional. Sampel penelitian berjumlah 120 siswa SMA Budi Agung Medan yang dipilih melalui teknik purposive sampling. Instrumen penelitian menggunakan skala self-efficacy yang disusun berdasarkan teori Bandura, skala dukungan sosial berdasarkan konsep Tardy, dan skala self-regulated learning berdasarkan teori Zimmerman. Data dianalisis dengan teknik regresi berganda untuk mengetahui pengaruh kedua variabel independen terhadap self-regulated learning. Hasil penelitian menunjukkan bahwa terdapat pengaruh positif dan signifikan antara self-efficacy dan dukungan sosial terhadap self-regulated learning. Self-efficacy berperan penting dalam meningkatkan keyakinan diri siswa untuk mengatur dan menyelesaikan tugas belajar secara mandiri. Sementara itu, dukungan sosial memberikan dorongan emosional, informasi, serta bantuan instrumental yang memperkuat motivasi siswa dalam belajar. Penelitian ini memberikan kontribusi dalam bidang psikologi pendidikan dan menjadi referensi untuk strategi intervensi peningkatan self-regulated learning di kalangan siswa sekolah menengah. This study aims to examine the influence of self-efficacy and social support on self-regulated learning among students of SMA Budi Agung Medan. Self-regulated learning refers to students’ ability to manage their learning process independently, involving cognitive, motivational, and behavioral aspects. This research is motivated by the phenomenon of students' low self-regulation abilities, which impact suboptimal academic achievement. The factors suspected to contribute are self-efficacy and social support from the surrounding environment, including family, peers, and teachers. This research employed a quantitative method with a correlational research design. The sample consisted of 120 students of SMA Budi Agung Medan selected using purposive sampling. The research instruments include a self-efficacy scale based on Bandura’s theory, a social support scale based on Tardy’s concept, and a self-regulated learning scale based on Zimmerman’s theory. Data were analyzed using multiple regression techniques to determine the influence of the two independent variables on self-regulated learning. The results showed that self-efficacy and social support both have a positive and significant effect on self-regulated learning. Self-efficacy plays a crucial role in boosting students’ confidence to manage and complete learning tasks independently. Meanwhile, social support provides emotional encouragement, information, and instrumental assistance that strengthen students' learning motivation. This research contributes to the field of educational psychology and serves as a reference for intervention strategies to enhance self-regulated learning among high school students.