Article Sidebar

Submitted
June 24, 2023
Accepted
December 11, 2023
Published
December 30, 2023
Download
PDF
Statistic
Read Counter : 193 Download : 184

Main Article Content

Abstract

 


This research aims to analyse the levels of self-regulation in studying among activist and non-activist students, as well as the differences in self-regulation in studying between the two groups. The study was conducted among students of the Islamic Education Department at UMY batch 2019. The research employed a quantitative method, with data collection techniques utilizing questionnaires as primary data and interviews as secondary data. The research sample consisted of 110 students, selected through nonprobability purposive sampling. The interview respondents included 2 activist students, 2 non-activist students, 2 academic advisors, and 1 program secretary. The questionnaire data were analysed using descriptive statistical methods and independent sample t-tests. The interview data were analysed using the Miles, Huberman, and Saldana theory. The research findings indicate that self-regulation in studying among activist students is categorized as high, with an average score of 162, while self-regulation in studying among non-activist students is categorized as moderate, with an average score of 156. The significance of the t-value is 0.153, which is greater than 0.05.Therefore, the difference is consideredstatisticallyinsignificant,indicating no difference in self-regulation in studying betweenactivist and non-activist students. The findings from this article canprovide new ideas for developing educationalprograms that fosterself-regulation and support overall student development.

Keywords

activist; learning; self-regulation; student.

Article Details

License

Copyright (c) 2023 Ghefira Raudhatul Jannah, Ratna Sari

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright
Authors who publish with EL-TARBAWI agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0)that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

EL-TARBAWI use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:

Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

References

  1. Atiyah, K., Mughni, A., & Ainiyah, N. (2020). Hubungan Antara Regulasi Diri Dengan Penyesuaian Diri Remaja. Jurnal Komunikasi Dan Konseling Islam, 2(2), 42–51.
  2. Azwar, S. (2012). Penyusunan Skala Psikologi. Pustaka Belajar.
  3. Carpenter, S. K., Endres, T., & Hui, L. (2020). Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences. Educational Psychology Review, 32(4), 1029–1054. https://doi.org/10.1007/s10648-020-09562-w
  4. Coressel, M. S. (2014). The Influence Of College Students’ Intensity Of Involvement In Student Student Organizations On Leadership Values. 139.
  5. Grahani, F. O., & Mardiyanti, R. (2019). Self Regulated Learning (SRL) Pada Mahasiswa Ditinjau Dari Keikutsertaan Dalam Organisasi. Jurnal Psikologi : Media Ilmiah Psikologi, 17(2), 48–53.
  6. Jahja, Y. (2011). Psikologi Perkembangan (1st ed.). Kencana.
  7. Kementrian Hukum dan HAM. (2012). UU RI No. 12/2012 tentang Pendidikan Tinggi. Undang Undang, 18.
  8. Khiat, H., & Vogel, S. (2022). Motivation and Reflection in Learning. Journal of University Teaching & Learning Practice, 19(2), 43–59.
  9. Koto, T., & Nirwana, H. (2019). Perbedaan Pengaturan Diri Dalam Melajar Pada Mahasiswa Pria dan Wanita. Artikel Ilmiah, 1–12.
  10. Kristiyani, T. (2016). Self-Regulated Learning Konsep, Implikasi, dan Tantangannya Bagi Siswa di Indonesia. Sanata Dharman University Press.
  11. Maryati, L. I., & Rezania, V. (2018). Psikologi Perkembangan : Sepanjang Kehidupan Manusia. UMSIDA Press Redaksi.
  12. Putra, M. D. A., Nasution, S. A., Feriz, N. J., Sa’adah, N., & Rahma, G. A. (2022). Analisis Pengaruh Regulasi Keaktifan Berorganisasi , dan Manajemen Waktu Terhadap Prokrastinasi Akademik Mahasiswa Aktifis ( studi kasus Mahasiswa Aktivis FEB UMS ) Analisis Pengaruh Regulasi Diri , Keaktifan Berorganisasi , dan Manajemen Waktu Terhadap P. 135–145.
  13. Putrie, C. A. R. (2021). Pengaruh Regulasi Diri Siswa Terhadap Prestasi Belajar Siswa Kelas Viii Pada Mata Pelajaran Ips. Research and Development Journal of Education, 7(1), 136. https://doi.org/10.30998/rdje.v7i1.8105
  14. Saint, J., Fan, Y., Gašević, D., & Pardo, A. (2022). Temporally-focused Analytics of Self-regulated Learning: A Systematic Review of Literature. Journal Computers and Education: Artificial Intelligence, 3(December 2021). https://doi.org/10.1016/j.caeai.2022.100060
  15. Schuster, C., Stebner, F., Leutner, D., & Wirth, J. (2020). Transfer of Metacognitive Skills in Self-regulated Learning: An Experimental Training Study. Journal Metacognition and Learning, 15(3), 455–477. https://doi.org/10.1007/s11409-020-09237-5
  16. Setiyawati, Y. (2019). Regulasi Diri Mahasiswa Ditinjau Dari Keikutsertaan Dalam Suatu Organisasi. EMPATI-Jurnal Bimbingan Dan Konseling, 6(1). https://doi.org/10.26877/empati.v6i1.4115
  17. Solichin, M. M., Muhlis, A., & Ferdiant, A. G. (2021). Learning Motivation as Intervening in the Influence of Social Support and Self Regulated Learning on Learning Outcome. International Journal of Instruction, 14(3), 945–964. https://doi.org/10.29333/iji.2021.14355a
  18. Sumia, D., Sandayanti, V., & Detty, A. U. (2020). Pengaruh Teman Sebaya Dan Regulasi Diri Dalam Belajar Pada Mahasiswa. Jurnal Psikologi Malahayati, 2(2), 10–17. https://doi.org/10.33024/jpm.v2i2.2593
  19. Wirth, J., Stebner, F., Trypke, M., Schuster, C., & Leutner, D. (2020). An Interactive Layers Model of Self-Regulated Learning and Cognitive Load. Educational Psychology Review, 32(4), 1127–1149. https://doi.org/10.1007/s10648-020-09568-
  20. Yu, X., Wang, C. X., & Spector, J. M. (2020). Factors That Impact Social Networking in Online Self-Regulated Learning Activities. Educational Technology Research and Development, 68(6), 3077–3095. https://doi.org/10.1007/s11423-020-09843-9
  21. Zimmerman, B. J., & Schunk, D. H. (2013). Self-Regulated Learning and Academic Achievement Theory, Research, and Practice (2nd ed.). Springer-Verlag New.