KONTRIBUSI REGULASI DIRI TERHADAP SIKAP TANGGUNG JAWAB SISWA KELAS X SMKN 22 JAKARTA

MUTIARA TSANIATUS SHOLEHA ALMADINA, . (2026) KONTRIBUSI REGULASI DIRI TERHADAP SIKAP TANGGUNG JAWAB SISWA KELAS X SMKN 22 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kontribusi regulasi diri terhadap sikap tanggung jawab siswa kelas X SMKN 22 Jakarta. Fokus penelitian diarahkan pada regulasi diri yang dikaji melalui tiga aspek utama, yaitu perencanaan, pengendalian diri, dan evaluasi diri, serta sikap tanggung jawab siswa dalam menjalankan tugas akademik dan tugas sekolah, seperti menyelesaikan tugas belajar, mengikuti pembelajaran, jaga kantin, jaga perpustakaan, jaga lobi atau front office, kegiatan organisasi, dan ekstrakurikuler. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara semiterstruktur, dan dokumentasi dengan informan utama delapan siswa kelas X serta informan pendukung guru Pendidikan Agama Islam dan wali kelas. Hasil penelitian menunjukkan bahwa regulasi diri memberikan kontribusi terhadap sikap tanggung jawab siswa secara beragam, bertahap, dan tidak otomatis. Pada aspek perencanaan, kontribusi tersebut tampak melalui kemampuan siswa menentukan prioritas berdasarkan tenggat waktu dan tingkat kesulitan tugas, memanfaatkan waktu luang, mengantisipasi benturan antara kegiatan akademik dan nonakademik, serta mengintegrasikan pengerjaan tugas dengan pelaksanaan peran sekolah. Pada aspek pengendalian diri, kontribusi tersebut tampak melalui upaya siswa tetap kembali pada kewajiban meskipun menghadapi rasa lelah, malas, mengantuk, penggunaan gawai dan game, ajakan teman, serta suasana rumah yang kurang mendukung. Pada aspek evaluasi diri, kontribusi tersebut tampak melalui kebiasaan memeriksa kembali tugas, menerima teguran sebagai bahan introspeksi, mengecek nilai yang kurang, bertanya kepada teman saat kesulitan, memperbaiki kebiasaan belajar, serta meningkatkan keaktifan di kelas. Dengan demikian, regulasi diri dalam penelitian ini tidak hanya dipahami sebagai kemampuan kognitif yang abstrak, tetapi sebagai perilaku nyata yang membantu siswa mengelola diri dalam menjalankan kewajiban akademik dan tugas sekolah secara lebih teratur, konsisten, dan bertanggung jawab. sekolah. ***** This study aims to describe and analyze the contribution of self-regulation to the responsibility attitude of Grade X students at SMKN 22 Jakarta. The research focuses on self-regulation examined through three main aspects, namely planning, self-control, and self-evaluation, as well as students' responsibility in carrying out academic duties and school responsibilities, such as completing learning tasks, participating in classroom learning, serving at the canteen, library, lobby or front office, joining student organizations, and participating in extracurricular activities. This study employs a qualitative approach with a descriptive method. Data were collected through observation, semi-structured interviews, and documentation involving eight Grade X students as the main informants, supported by an Islamic Religious Education teacher and a homeroom teacher. The findings show that self-regulation contributes to students' responsibility attitude in diverse, gradual, and non-automatic ways. In the planning aspect, the contribution is reflected in students' ability to determine priorities based on deadlines and task difficulty levels, utilize free time, anticipate conflicts between academic and non-academic activities, and integrate task completion with the execution of school roles. In the self-control aspect, the contribution is reflected in students' efforts to return to their obligations despite facing fatigue, laziness, drowsiness, gadget and game usage, peer influence, and an unsupportive home environment. In the self-evaluation aspect, the contribution is reflected in the habit of re-checking assignments, accepting reprimands as material for self-reflection, reviewing unsatisfactory grades, asking classmates when facing difficulties, improving learning habits, and increasing classroom participation. Thus, selfregulation in this study is not only understood as an abstract cognitive ability, but also as concrete behavior that helps students manage themselves in carrying out academic duties and school responsibilities in a more organized, consistent, and responsible manner.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Andy Hadiyanto, MA. ; 2). Firdaus Wajdi, Ph.D.
Subjects:	Filsafat, Psikologi & Agama > Islam (Ajaran Islam dan pendidikan Islam)
Divisions:	FIS > S1 Pendidikan Agama Islam
Depositing User:	Users 35175 not found.
Date Deposited:	06 Aug 2026 03:19
Last Modified:	06 Aug 2026 03:19
URI:	http://repository.unj.ac.id/id/eprint/68752

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