Pengaruh Self Regulated Learning Terhadap Student Engagement Pada Mahasiswa Program Studi Matematika

Viona Exa Putri, Yuli Aslamawati

Abstract


Abstract. Students of mathematics study program show low involvement in their learning. Therefore, students need to do self-regulated learning in order to have student engagement, so that they can achieve academic success. This study aims to determine how much influence self-regulated learning has on student engagement in mathematics study program students in Bandung. This research was conducted on 317 students of mathematics study program in Bandung. This research uses a quantitative research method, namely non-experimental causality and uses a proportional random sampling technique. The self-regulated learning measurement tool uses the Motivated Strategies for Learning Questionnaire (MSLQ) compiled by Usinger and Boyer (2012) and adapted by Husnul Muasyaroh (2018) and the student engagement measurement tool uses the University Student Engagement Inventory (USEI) compiled by Fredricks, Blumenfeld and Paris (2004) and adapted by Mita Yolanda Fortuna (2018). The results of data analysis using simple linear regression analysis techniques. The results showed that there was a significant effect of self-regulated learning on student engagement in mathematics study program students in Bandung, amounting to 0.347.

Keywords: Self Regulated Learning, Student Engagement, mathematics student

Abstrak. Mahasiswa program studi matematika menunjukkan keterlibatan yang rendah dalam pembelajarannya. Oleh karena itu, mahasiswa perlu melakukan self regulated learning agar memiliki keterlibatan mahasiswa, sehingga dapat mencapai keberhasilan akademik. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh self regulated learning terhadap student engagement pada mahasiswa program studi matematika di Kota Bandung. Penelitian ini dilakukan pada 317 mahasiswa program studi matematika di Kota Bandung. Penelitan ini menggunakan metode penelitian kuantitatif yaitu kausalitas non eksperimental dan menggunakan teknik proportional random sampling. Alat ukur self regulated learning menggunakan Motivated Strategies for Learning Questionnaire (MSLQ) yang disusun oleh Usinger dan Boyer (2012) dan diadaptasi oleh Husnul Muasyaroh (2018) dan alat ukur student engagement menggunakan University Student Engagement Inventory (USEI) yang disusun oleh Fredricks, Blumenfeld dan Paris (2004) dan diadaptasi oleh Mita Yolanda Fortuna (2018). Hasil analisis data menggunakan teknik analisis regresi linier sederhana. Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan self regulated learning terhadap student engagement pada mahasiswa program studi matematika di Kota Bandung sebesar 0.347.

Kata Kunci: Self Regulated Learning, Student Engagement, Mahasiswa program studi matematika


Keywords


Self Regulated Learning, Student Engagement, Mahasiswa program studi matematika

Full Text:

PDF

References


Aedi, W. G. (2020). Upaya Meningkatkan Prestasi Belajar Matematika Dengan Pendekatan Problem Solving. Jipmat, 5(1).

Aslamawati, Y., Enoch, E., & Halimi, A. (2015). Hubungan College Engagement Dengan Prestasi. Psympathic, 2(1), 25–31. https://doi.org/10.15575/psy.v2i1.444

Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement:Validation of the Student Engagement Instrument. Journal of School Psychology, 44, 427– 445

Cleary, T., & Zimmerman, B. (2004). Self-regulation empowerment program: A school-base program to enhance self-regulated and self-motivated cycles of student learning. Psychology in Schools, 4(5), 537-550. https://doi.org/10.1002/pits.10177

Connell, J.P., & Wellborn, J.G. (1994). Engagement versus disaffection: Motivated patterns of action In the academic domain. New York: University of Rochester.

Cherif, A. H., Adams, G. E., Movahedzadeh, F., Martyn, M. A. & Dunning, J. (2014). Why Do Students Fail? Faculty’s perspective. A Collection of Papers on Self-study and Institutional Improvement 29th eds (35-51). United States: The Higher Learning Commission.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/003465430 74001059

Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.

Kuh, G. D. (2007). What student engagement data tell us about college readiness. Peer Review, 9(1), 4-8.

Mukaromah, D., Sugiyo, S., & Mulawarman, M. (2018). Keterlibatan individu dalam pembelajaran ditinjau dari efikasi diri dan self regulated learning. Indonesian Journal of Guidance and Counseling: Theory and Application, 7(2), 14-19. DOI 10.15294/jed.v6i1.20759

Mustika, Rida Ayu dan Sulisworo Kusdiyati (2015). Studi Deskriptif Student Engagement pada kelas XI IPS di SMA 1 Pasundan Bandung. Universitas Islam Bandung.

Pintrich, P. R. (2000B). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic. https://doi.org/10.1016/B978-012109890-2/50043-3

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan National Center for Research to improve Postsecondary Teaching and Learning.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x

Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40:2, 85-94, DOI: 10.1207/s15326985ep4002_3

Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and Self-Regulaed Learning: Theory, Research, and Applications. New York: Routledge.

Santrock, J.W. (2008). Psikologi Pendidikan. Edisi Kedua. Jakarta: Prenada Media Group.

Silalahi, U. (2017). Metode Penelitian Sosial Kuantitatif. Bandung: Refika Aditama.

Wolters, C. A., & Taylor, D. J. (2012). A Self-Regulated Learning Perspective on Student Engagement. Handbook of Research on Student Engagement.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329. https://doi.org/10.1037/00220663.81.3.329

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. http://dx.doi.org/10.1207/s15326985ep2501_2




DOI: http://dx.doi.org/10.29313/.v0i0.28468

Flag Counter    Â