Self Efficacy dan Positive Affect: Apakah ada pengaruhnya terhadap Self Regulated Learning

Mujidin Mujidin, Husnul Khotimah Rustam, Nurbowo Budi Utomo

Abstract


Kegiatan siswa tidak lepas dari tuntutan akademiknya. Namun, mereka sering memiliki masalah dengan pembelajaran mandiri – masalah mendasar yang perlu dipecahkan. Penelitian ini bertujuan untuk mengkaji apakah efikasi diri dan afek positif berpengaruh terhadap self regulated learning. Self-efficacy meningkatkan moral siswa. Pernyataan ini didukung oleh temuan kami dari 167 siswa, yang menyoroti bahwa self-efficacy dan pengaruh positif secara positif mempengaruhi self-regulated learning. Tiga alat ukur yang digunakan: skala pengaturan diri (37 item), skala efikasi diri (36 item), dan skala pengaruh positif (38 item). Temuan kami mengungkapkan bahwa siswa dengan self-efficacy tinggi akan lebih percaya diri dalam menyelesaikan tugas dibandingkan dengan self-efficacy rendah. Dengan demikian, guru dan orang tua dapat meningkatkan efikasi diri siswa dengan membatasi faktor-faktor negatif yang mengganggu peningkatan efikasi diri, seperti kecemasan. Selain itu, dapat mendorong tumbuhnya faktor-faktor positif seperti memfasilitasi perkembangan kondisi fisik siswa yang prima. Selain itu, pengaruh positif meningkatkan pikiran positif, yang dapat membantu siswa menyelesaikan tugas mereka, memperoleh prestasi, dan meningkatkan keterlibatan aktif dan kemandirian mereka. Implikasi dan saran untuk penelitian masa depan akan dibahas lebih lanjut.


Keywords


Regulasi Pembelajaran Sendiri; Efikasi Diri; Afeksi Positif.

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References


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DOI: https://doi.org/10.51849/j-p3k.v4i2.205

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