PERBEDAAN SELF-REGULATED LEARNING (SRL) BERDASARKAN JENIS KELAMIN PADA PESERTA DIDIK KELAS XI DAN XII DI SMA N 14 JAKARTA

LUTHFIA MEILIDA YUSLEN, . (2021) PERBEDAAN SELF-REGULATED LEARNING (SRL) BERDASARKAN JENIS KELAMIN PADA PESERTA DIDIK KELAS XI DAN XII DI SMA N 14 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Tujuan dari penelitian ini adalah untuk mengetahui perbedaan Self-regulated learning (SRL) berdasarkan jenis kelamin pada peserta didik kelas XI dan XII di SMA N 14 Jakarta.Penelitian kuantitatif menggunakan metode komparatif ini melibatkan 308 peserta didik yang terdiri dari 165 peserta didik perempuan dan 143 peserta didik laki-laki sebagai sampel. Pemilihan sampel menggunakan teknik Cluster Random Sampling. Instrumen yang digunakan adalah Self-Regulation of Learning Self-Report Scale (SRL-SRS) dengan jumlah 46 butir pertanyaan yang didalamnya mengukur faktor yang mempengaruhi SRL. Faktor tersebut ialah planning, self-monitoring, evaluation, reflection, effort, and self-efficacy (Toering, Jonker, Elferink-Gemser, & Heuvelen, 2012). Analisis Independent Sample Test digunakan untuk mengidentifikasi perbedaan Self-regulated learning (SRL) peserta didik laki-laki dan perempuan. Hasil menunjukkan bahwa terdapat perbedaan antara Self-regulated learning (SRL) peserta didik laki-laki dan perempuan di SMA N 14 Jakarta, dimana Self-regulated learning (SRL) peserta didik perempuan lebih tinggi. Penelitian ini merekomendasikan kepada guru Bimbingan dan Konseling untuk menyediakan fasilitas layanan konseling dan bimbingan kelompok guna meningkatkan Self-regulated learning (SRL) peserta didik. ************ The purpose of this study was to determine the differences in self-regulated learning (SRL) based on gender in class XI and XII students at SMA N 14 Jakarta. This quantitative study using this comparative method involved 308 students consisting of 165 female students and 143 female students. male students as the sample. The sample selection used thetechnique Cluster Random Sampling. The instrument used is the Self-Regulation of Learning Self-Report Scale (SRL-SRS) with a total of 46 questions which measure the factors that affect SRL. These factors are planning, self-monitoring, evaluation, reflection, effort, and self-efficacy (Toering, Jonker, Elferink-Gemser, & Heuvelen, 2012). analysis was Independent Sample Test used to identify differences in Self-regulated learning (SRL) of male and female students. The results show that there is a difference between the self-regulated learning (SRL) of male and female students at SMA N 14 Jakarta, where the self-regulated learning (SRL) of female students is higher. This study recommends Guidance and Counseling teachers to provide counseling and group guidance services to improve self-regulated learning students (SRL).

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dra. Michiko Mamesah, M.Psi. ; 2). Dr. Susi Fitri, M.Si., Kons.
Subjects:	Pendidikan > Bimbingan dan Konseling Pendidikan > Pendidikan
Divisions:	FIP > S1 Bimbingan Dan Konseling
Depositing User:	Users 11533 not found.
Date Deposited:	10 Sep 2021 02:43
Last Modified:	10 Sep 2021 02:43
URI:	http://repository.unj.ac.id/id/eprint/19852

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