Pengaruh Self Regulated Learning Terhadap Kematangan Karir Dengan Family Support Sebagai Mediator, Magister Psikologi Universitas Medan Area Sumatera Utara

Abstract

Perkembangan teknologi digital di era Revolusi Industri telah meningkatkan kebutuhan tenaga profesional di bidang ilmu komputer, namun juga diiringi dengan tuntutan kompetensi tinggi, persaingan global, dan kemampuan adaptasi yang cepat. Kondisi ini menuntut mahasiswa Ilmu Komputer, termasuk di Universitas Royal Kisaran, untuk memiliki kematangan karir agar mampu merencanakan dan menyesuaikan diri dengan dinamika dunia kerja. Penelitian ini bertujuan untuk menganalisis pengaruh self-regulated learning terhadap kematangan karir serta menguji peran family support sebagai variabel mediator. Penelitian menggunakan pendekatan kuantitatif dengan desain survei. Populasi penelitian berjumlah 584 mahasiswa aktif tahun ajaran 2025/2026, dengan sampel sebanyak 227 responden yang dipilih menggunakan teknik random sampling. Pengumpulan data dilakukan melalui kuesioner daring menggunakan Self-Regulated Learning Scale, Career Adapt-Abilities Scale (CAAS), dan Perceived Social Support–Family Scale (PSSFa). Analisis data menggunakan SEM berbasis kovarians dengan program JASP 0.19.3.0. Hasil penelitian menunjukkan bahwa self-regulated learning berpengaruh positif dan signifikan terhadap kematangan karir (β = 0,471; p < 0,001), serta family support berpengaruh positif terhadap self-regulated learning (β = 0,492; p < 0,001), dan berpengaruh positif dan signifikan terhadap kematangan karir (β = 0,487; p < 0,001). Selain itu, family support terbukti memediasi hubungan antara selfregulated learning dan kematangan karir (β = 0,239; p < 0,001). Secara umum, ketiga variabel berada pada kategori tinggi. Kondisi responden sudah relatif optimal atau positif, sehingga mereka cenderung memiliki kesiapan yang baik dalam menghadapi tuntutan dunia kerja. The rapid development of digital technology in the Industrial Revolution era has increased the demand for professionals in the field of computer science, but it is also accompanied by high competency demands, global competition, and the need for rapid adaptation. This condition requires Computer Science students, including those at Royal University Kisaran, to possess career maturity in order to plan and adjust to the dynamics of the workforce. This study aims to analyze the effect of selfregulated learning on career maturity and to examine the role of family support as a mediating variable. This research employed a quantitative approach with a survey design. The population consisted of 584 active students in the 2025/2026 academic year, with a sample of 227 respondents selected using random sampling techniques. Data were collected through online questionnaires using the Self- Regulated Learning Scale, Career Adapt-Abilities Scale (CAAS), and Perceived Social Support–Family Scale (PSS-Fa). Data analysis was conducted using covariance-based SEM with JASP 0.19.3.0. The results showed that self-regulated learning has a positive and significant effect on career maturity (β = 0.471; p < 0.001), and family support has a positive and significant effect on self-regulated learning (β = 0.492; p < 0.001) as well as on career maturity (β = 0.487; p < 0.001). In addition, family support was found to mediate the relationship between self-regulated learning and career maturity (β = 0.239; p < 0.001). Overall, all variables were in the high category, indicating that respondents are in relatively optimal or positive conditions and tend to have good readiness to face the demands of the workforce.