Peran Penting Belajar Berdasar Regulasi Diri Dalam Meningkatkan Prestasi Belajar

Eva Latipah

Abstract


Kajian tentang prestasi belajar sudah banyak dilakukan oleh para ahli. Ini dikarenakan peranannya terhadap banyak aspek kehidupan seperti pekerjaan, medis, sosial,  budaya, dan sebagainya. Namun demikian dalam kehidupan sehari-hari masih banyak ditemui rendahnya prestasi belajar pada kalangan pelajar. Hal tersebut dikarenakan banyak faktor,  diantaranya adalah karena rendahnya tingkat belajar berdasar regulasi diri yaitu sebuah strategi belajar yang menuntut peserta didik untuk mandiri dan bertanggungjawab atas belajar mereka. Banyak hasil penelitian telah menunjukkan bahwa dengan menggunakan strategi belajar berdasar regulasi diri peserta didik terbukti meningkat prestasi belajarnya. Belajar berdasar regulasi diri terbukti tidak hanya meningkatkan prestasi belajar, tetapi juga bermanfaat untuk meningkatkan kualitas hidup seseorang.


Keywords


Prestasi Belajar, Belajar berdasar Regulasi Diri, Peserta Didik.

Full Text:

PDF

References


Alexander, Psychology in Learning and Instruction. Upper Saddle River, N.J: Merrill/Prentice Hall, 2006.

Alsa, Asmadi, “Program Belajar, Self Regulated Learning, dan Prestasi Matematika Siswa SMU di Yogyakarta”. Disertasi, Yogyakarta: Fakultas Psikologi UGM, 2005.

Ames, C, & Archer, J, “Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Process”, Journal of Educational Psychology 80 (3), 1988, 206-267.

Bandura, Social Foundations of Thought and Action: a Social Cognitive Theory, Englewood Cliffs, New Jersey: Prentice-Hall Inc, 1986.

Baumert, dkk, Self Regulated Learning as Cross Cultural Concept, http:/ /www.mpib-berlin.mpg.de/pisa/pdfs/CCengl.pdf. 2002.

Carver, C, S, & Scheier, M, F, On the Self-Regulation of Behavior, New York: Cambridge University Press, 1998.

Cordova, D.I., & Lepper, M.R., “Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and Choice”, Journal of Educational Psychology, 88, 1996, 715-730.

El-Anzi, EO, Academic Achievement and Its Relationship with Anxiety, Self Esteem, Optimism, and Pessimissm in Kuwaiti Students, Social Behavior and Personality, 33 (1), 2005, 95-104.

Elliot, S, N, Kratochwill, T.R, Littlefield, J, & Travers, J.F, Educational Psychology: Effective Teaching Effective Learning, New York: McGraw-Hill Book Company, 1999.

Frayne, C, A, & Geringer,J.M, “Self Management Training for Improving Job Performance: A Field Experiment Involving Salepeople,” Journal of Educational Psychology. 85 (3), 2000, 361-372.

Graham, S, & Harris, K, R, “Self-Regulated Strategy Development: Helping Students with Learning Problems Develop as Writers,” The Elementary School journal, 94 (2), 1993, 169-181.

Harackiewicz, J, M, Barron, K, E, Pintrich, P, R, Elliot, A, J, & Trash, T, M, ”Revision of Achievement Goal Theory: Necessary and Illuminating,” Journal of Educational Psychology, 94, 2001, 562-575.

Howard-Rose, D, & Winne, EH, “Measuring Concept and Sets of Cognitive Process in Self Regulated Learning,” Journal of Educational Psychology, 1993, 85 (4), 591-523.

Howse, R, B, Lange, G, Farran, D, C, Boyles, C, D, “Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children,” The Journal of Experimental Education. 77 (2), 2003, 151-174.

Kramarski, B, and Mizrachi, N, “Online Discussion and Self-Regulated Learning: Effects of Instructional Methods on Mathematical Literacy”, The Journal of Educational Research, 99 (4), 2006, 218-230.

Kuiper, R, A, “Enhancing Metacognition Through the Reflective Use of Self Regulated Learning Strategies,” Journal of Continuing Education in Nuring, 2002, 33 (2), 78-87.

Kuiper, R, “Self Regulated Learning during a Clinical Preceptorship: The Reflections of Senior Baccalaureate Nursing Students,” Nursing Education Perspectives, 26 (6), 2005, 351-356.

L, M, Casem, “Active Learning is Not Enough”, Journal of College Science Teaching. May/Jun 2006, 35 (6), 52-57.

Love, A, & Kruger, A, C, “Teacher Beliefs and Student Achievement in Urban Schools Serving Mrican American Students,” The Journal of Educational Research, November/December 2005, 99 (2), 87-98.

McCombs, B, L, & Marzano, R, J, “Putting the Self in Self Regulated Learning: the Self as Agent in Integrating Skill and Will,” Educational Psychologist. 1990, 25, 51-70.

Paris, S, G, & Winograd, P, 2002, The Role of Self Regulated Learning in Contextual Teaching: Principle and Practices for Teachers Preparation.http://www.contextual.org/does/10_PARI.pdf

Pekrun, R, Goetz, T, Titz, W, Perry, R, P, “Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research,” Educational Psychologist. 37 (2), 2002, 91-105I, CTIETMZ,OPTEIRORNYS.

Perry, N, E, Hutchinson, L, Thauberger, C, “Mentoring Student Teachers to Design and Implement Literacy Tasks That Support Self Regulated Learning and Wriiting,” Reading & Writing Quarterly, 2007, 23: 27-50.

Pintrich, P, R, & De Groot, E, F, “Motivational and Self Regulated Learning Component of Classroom Academic Performance,” Journal of Educational Psychology, 90 ( 4), 1990, 715-729.

Rao, N, & King, J, Confirmatory, “Analysis of Chinesse Version of Motivated Learning Strategies in Math Class,” Educational and Psychological Measurement, 59 (6), 1999, 1016-1029.

Solmon, M, A, “Impact of Motivational Climate on Students' Behaviors and Perceptions in a Physical Educational Setting,” Journal of Educational Psychology, 88 (4), 1996, 731-738.

Steele-Johnson, D, S, dkk, “Goal Orientation and Task Demand Effects on Motivation, Affect, and Performance,” Journal of Applied Psychology, 25 (3), 2000, 724-738.

Steffens, K, “Self-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer,” European Journal of Education. 41 (3/4), 2006, 353-379.

Valle, A, Nunez, J, C, Carlos, J, Cabanach, R.G, Gonzalez-Pienda, J, E, Rodriguez, S, Rosario, P, Cerezo, R., Mufioz-Cadavid, M, A, Self-regulated profiles and academic achievement. Psicothema. 20 ( 4), 2008, 724-731.

Woolfolk, Edcational Psychology. Active Learning Edition Tenth Edition. Boston: Allyn & Bacon, 2008.

Zimmerman, B, J, Becoming a Self-Regulated Learner. Which are the key subprocesses? Contemporary Educational Psychology, 11, 1986, 307-313.

Zimmerman, B, J, & Martinez-Pons, M, “Students Differences in Self Regulated Learning: Relating Grade, Sex, and Giftedness to Self Efficacy and Strategy Use,” Journal of Educational Psychology. 82 (1), 2001, 51-59.

Zimmerman, B, J, “Self Regulated Learning and Academic Achievement: an Overview. Educational Psychologist,” 25 (1), 1990, 3-17.




DOI: https://doi.org/10.14421/al-bidayah.v2i1.99

Refbacks

  • There are currently no refbacks.


License URL: https://jurnal.albidayah.id/index.php/home/index

ISSN: 2549-3388 

Creative Commons License

This work for Jurnal Al Bidayah is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Hosting & Design by www.groove.co.id