Peran self-regulated learning terhadap kecemasan akademik pada siswa SMA di Jakarta

Febrianto, Calista (2023) Peran self-regulated learning terhadap kecemasan akademik pada siswa SMA di Jakarta. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Pembelajaran langsung memberikan tantangan bagi siswa SMA di Jakarta untuk bisa memiliki self-regulated learning terutama dalam menghadapi kecemasan akademik. Kecemasan tersebut dapat muncul karena adanya permasalahan akademik. Salah satu cara yang bisa membantu menurunkan tingkat kecemasan akademik adalah siswa perlu memiliki self-regulated learning yang baik. Maka dari itu, penelitian ini bertujuan untuk mengetahui pengaruh self-regulated learning terhadap kecemasan akademik pada siswa SMA di Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan subjek partisipan sebanyak 202 siswa SMA di Jakarta. Alat ukur yang digunakan adalah Self-Regulated Learning Scale dan Skala Kecemasan Akademik. Hasil penelitian menunjukkan bahwa self-regulated learning memiliki pengaruh signifikan sebesar .211 (21.1%) terhadap kecemasan akademik dan 78.9% dipengaruhi oleh variabel lainnya yang tidak diteliti. Uji korelasi dimensi self-regulated learning menjelaskan bahwa dimensi metakognisi memiliki pengaruh yang lebih tinggi terhadap kecemasan akademik. Penelitian ini juga melakukan uji beda pada jenis kelamin dan terdapat perbedaan kecemasan akademik antara laki-laki dan perempuan. Terdapat perbedaan yang signifikan self-regulation learning pada asal sekolah./Direct learning challenges high school students in Jakarta to have self-regulated learning, especially in dealing with academic anxiety. This anxiety can arise due to academic problems. One of the ways that can help reduce the level of academic anxiety is that students need to have good self-regulated learning. Therefore, this study aims to determine the effect of self-regulated learning on academic anxiety among high school students in Jakarta. This study is a quantitative study with 202 high school students in Jakarta as the participants. The measuring instruments used were Self-Regulated Learning Scale and Academic Anxiety Scale. The results showed that self-regulated learning had a significant effect of .211 (21.1%) on academic anxiety and 78.9% was influenced by other variables that were not studied. The correlation test of self-regulated learning dimensions explained that the metacognition dimension had a higher influence on academic anxiety. This study also conducted a different test on gender and there were differences in academic anxiety between men and women. There is a significant difference in self-regulation learning on school origin.

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