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.
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Copyright (c) 2023 Ghefira Raudhatul Jannah, Ratna Sari
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References
- Atiyah, K., Mughni, A., & Ainiyah, N. (2020). Hubungan Antara Regulasi Diri Dengan Penyesuaian Diri Remaja. Jurnal Komunikasi Dan Konseling Islam, 2(2), 42–51.
- Azwar, S. (2012). Penyusunan Skala Psikologi. Pustaka Belajar.
- 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
- Coressel, M. S. (2014). The Influence Of College Students’ Intensity Of Involvement In Student Student Organizations On Leadership Values. 139.
- 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.
- Jahja, Y. (2011). Psikologi Perkembangan (1st ed.). Kencana.
- Kementrian Hukum dan HAM. (2012). UU RI No. 12/2012 tentang Pendidikan Tinggi. Undang Undang, 18.
- Khiat, H., & Vogel, S. (2022). Motivation and Reflection in Learning. Journal of University Teaching & Learning Practice, 19(2), 43–59.
- Koto, T., & Nirwana, H. (2019). Perbedaan Pengaturan Diri Dalam Melajar Pada Mahasiswa Pria dan Wanita. Artikel Ilmiah, 1–12.
- Kristiyani, T. (2016). Self-Regulated Learning Konsep, Implikasi, dan Tantangannya Bagi Siswa di Indonesia. Sanata Dharman University Press.
- Maryati, L. I., & Rezania, V. (2018). Psikologi Perkembangan : Sepanjang Kehidupan Manusia. UMSIDA Press Redaksi.
- 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.
- 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
- 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
- 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
- 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
- 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
- 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
- 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-
- 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
- Zimmerman, B. J., & Schunk, D. H. (2013). Self-Regulated Learning and Academic Achievement Theory, Research, and Practice (2nd ed.). Springer-Verlag New.
References
Atiyah, K., Mughni, A., & Ainiyah, N. (2020). Hubungan Antara Regulasi Diri Dengan Penyesuaian Diri Remaja. Jurnal Komunikasi Dan Konseling Islam, 2(2), 42–51.
Azwar, S. (2012). Penyusunan Skala Psikologi. Pustaka Belajar.
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
Coressel, M. S. (2014). The Influence Of College Students’ Intensity Of Involvement In Student Student Organizations On Leadership Values. 139.
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.
Jahja, Y. (2011). Psikologi Perkembangan (1st ed.). Kencana.
Kementrian Hukum dan HAM. (2012). UU RI No. 12/2012 tentang Pendidikan Tinggi. Undang Undang, 18.
Khiat, H., & Vogel, S. (2022). Motivation and Reflection in Learning. Journal of University Teaching & Learning Practice, 19(2), 43–59.
Koto, T., & Nirwana, H. (2019). Perbedaan Pengaturan Diri Dalam Melajar Pada Mahasiswa Pria dan Wanita. Artikel Ilmiah, 1–12.
Kristiyani, T. (2016). Self-Regulated Learning Konsep, Implikasi, dan Tantangannya Bagi Siswa di Indonesia. Sanata Dharman University Press.
Maryati, L. I., & Rezania, V. (2018). Psikologi Perkembangan : Sepanjang Kehidupan Manusia. UMSIDA Press Redaksi.
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.
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
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
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
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
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
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
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-
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
Zimmerman, B. J., & Schunk, D. H. (2013). Self-Regulated Learning and Academic Achievement Theory, Research, and Practice (2nd ed.). Springer-Verlag New.