PEMBELAJARAN REGULASI DIRI ( SELF REGULATED LEARNING /SRL) PADA ANAK USIA 5 - 6 TAHUN

SAFITRI MAGHFIROH, . (2025) PEMBELAJARAN REGULASI DIRI ( SELF REGULATED LEARNING /SRL) PADA ANAK USIA 5 - 6 TAHUN. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis urgensi, faktor pendukung, implementasi, dan tantangan dalam penerapan Self Regulated Learning (SRL) pada anak usia 5- 6 tahun melalui metode literature review terhadap 15 jurnal terpublikasi antara tahun 2015-2024. Hasil analisis menunjukkan bahwa SRL berperan sebagai fondasi kritis dalam mempersiapkan kesiapan sekolah, mengembangkan metakognisi awal, dan meningkatkan kompetensi akademik serta sosio-emosional anak. Faktor utama yang memengaruhi SRL meliputi kemampuan metakognitif, fungsi eksekutif, peran guru, dukungan keluarga, dan karakteristik individu anak. Implementasi efektif SRL memerlukan pendekatan multimodal, termasuk pembelajaran berbasis permainan, intervensi langsung dan tidak langsung, serta kolaborasi sekolah-keluarga. Tantangan utama mencakup keterbatasan pemahaman guru, kurangnya alat asesmen yang valid, variasi perkembangan individu, dan kendala sumber daya. Temuan penelitian ini memberikan implikasi praktis bagi pendidik dalam merancang kegiatan pembelajaran, bagi orang tua dalam mendukung kemandirian anak, serta bagi pembuat kebijakan dalam menyusun panduan dan kurikulum PAUD. Penelitian ini merekomendasikan pengembangan instrumen asesmen SRL, penelitian lintas budaya, dan studi longitudinal untuk menguji dampak jangka panjang intervensi SRL. ***** This study aims to analyze the urgency, influencing factors, implementation, and challenges in applying Self Regulated Learning (SRL) to children aged 5- 6 years through a literature review of 15 journals published between 2015-2024. The analysis reveals that SRL serves as a critical foundation for school readiness, early metacognition development, and the enhancement of academic and socioemotional competencies. Key factors influencing SRL include metacognitive abilities, executive functions, teacher roles, family support, and individual child characteristics. Effective SRL implementation requires a multimodal approach, encompassing play-based learning, direct and indirect interventions, and school family collaboration. Major challenges include limited teacher understanding, lack of valid assessment tools, individual developmental variations, and resource constraints. The findings offer practical implications for educators in designing learning activities, for parents in supporting children's autonomy, and for policymakers in developing early childhood education guidelines and curricula. This study recommends the development of SRL assessment instruments, cross cultural research, and longitudinal studies to examine the long-term effects of SRL interventions. Keywords: Self Regulated Learning, early childhood, preschool education, Self regulation, literature review.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Indah Juniasih, M.Pd. ; 2). Dr. Sri Wulan, M.Si.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan
Divisions:	FIP > S1 Pendidikan Guru PAUD
Depositing User:	SafitriMaghfiroh .
Date Deposited:	08 Sep 2025 01:33
Last Modified:	08 Sep 2025 01:33
URI:	http://repository.unj.ac.id/id/eprint/62358

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