Main Article Content
Abstract
Student engagement issues are commonly found in schools, particularly among junior high school students. One of the internal factors that can enhance student engagement is students' proficiency in utilizing self-regulated learning strategies during the forethought phase. SRL forethought was provided in the form of experiential training, where students learned through their own experiences. Participants in this research were 12 students in the control group and 11 students in the experimental group. The results of the difference test indicate that SRL forethought training is effective in improving student engagement in seventh-grade students (p=0.018; z=-2.358). The control group also demonstrated significant differences between pre and post-test conditions (p=0.40; z=-2.051). In conclusion, SRL forethought training is essential for students to prevent a decline in engagement in seventh-grade students. Subsequent researchers may conduct subject randomization based on student engagement categories to achieve a more balanced initial condition.
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References
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- Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child Engagement in the Transition to School: Contributions of Self-regulation, Teacher–child Relationships and Cassroom Climate. Early Childhood Research Quarterly, 32, 1–12.
- Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of Research on Student Engagement. Springer US. https://doi.org/10.1007/978-1-4614-2018-7
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
- Gultom, Z. A., & Savitri, J. (2021). Hubungan Teacher Support dengan School Engagement Pada Siswa SMP “X” di Bandung. JURNAL PSIKOLOGI MANDALA, 5(1). https://jurnal.undhirabali.ac.id/index.php/mandala/article/view/1628
- Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms. Journal of Youth and Adolescence, 41(3), 245–255. https://doi.org/10.1007/s10964-011-9739-2
- Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs : The Four Levels (3rd ed.). Berrett-Koehler.
- Lianti, T. (2016). Studi Deskriptif mengenai Student Engagement pada Siswa SMPN “X” di Kota Bandung [Skripsi]. Universitas Kristen Maranatha.
- Macklem, G. L. (2015). Boredom in the Classroom (Vol. 1). Springer International Publishing. https://doi.org/10.1007/978-3-319-13120-7
- Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In Handbook of Research on Student Engagement (pp. 149–172). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_7
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
- Schunk, D. H., & Mullen, C. A. (2012). Self-Efficacy as an Engaged Learner. In Handbook of Research on Student Engagement (pp. 219–235). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_10
- Setiani, S., & Wijaya, E. (2020). The Relationship Between Self-Regulated Learning With Student Engagement in College Students Who Have Many Roles. Proceedings of the 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). https://doi.org/10.2991/assehr.k.201209.045
- Silberman, M. L., & Auerbach, C. (2006). Active Training : a Handbook of Techniques, Designs, Case Examples, and Tips (3rd ed.). Pfeiffer.
- Stefansson, K. K., Gestsdottir, S., Birgisdottir, F., & Lerner, R. M. (2018). School Engagement and Intentional Self‐Regulation: A Reciprocal Relation in Adolescence. Journal of Adolescence, 64(1), 23–33. https://doi.org/10.1016/j.adolescence.2018.01.005
- Sun, J. C., & Rueda, R. (2012). Situational Interest, Computer Self‐efficacy and Self‐regulation: Their Impact on Student Engagement in Distance Education. British Journal of Educational Technology, 43(2), 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
- Wolters, C. A., & Taylor, D. J. (2012). A Self-regulated Learning Perspective on Student Engagement. In Handbook of Research on Student Engagement (pp. 635–651). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_30
- Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
References
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child Engagement in the Transition to School: Contributions of Self-regulation, Teacher–child Relationships and Cassroom Climate. Early Childhood Research Quarterly, 32, 1–12.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of Research on Student Engagement. Springer US. https://doi.org/10.1007/978-1-4614-2018-7
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gultom, Z. A., & Savitri, J. (2021). Hubungan Teacher Support dengan School Engagement Pada Siswa SMP “X” di Bandung. JURNAL PSIKOLOGI MANDALA, 5(1). https://jurnal.undhirabali.ac.id/index.php/mandala/article/view/1628
Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms. Journal of Youth and Adolescence, 41(3), 245–255. https://doi.org/10.1007/s10964-011-9739-2
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs : The Four Levels (3rd ed.). Berrett-Koehler.
Lianti, T. (2016). Studi Deskriptif mengenai Student Engagement pada Siswa SMPN “X” di Kota Bandung [Skripsi]. Universitas Kristen Maranatha.
Macklem, G. L. (2015). Boredom in the Classroom (Vol. 1). Springer International Publishing. https://doi.org/10.1007/978-3-319-13120-7
Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In Handbook of Research on Student Engagement (pp. 149–172). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_7
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Schunk, D. H., & Mullen, C. A. (2012). Self-Efficacy as an Engaged Learner. In Handbook of Research on Student Engagement (pp. 219–235). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_10
Setiani, S., & Wijaya, E. (2020). The Relationship Between Self-Regulated Learning With Student Engagement in College Students Who Have Many Roles. Proceedings of the 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). https://doi.org/10.2991/assehr.k.201209.045
Silberman, M. L., & Auerbach, C. (2006). Active Training : a Handbook of Techniques, Designs, Case Examples, and Tips (3rd ed.). Pfeiffer.
Stefansson, K. K., Gestsdottir, S., Birgisdottir, F., & Lerner, R. M. (2018). School Engagement and Intentional Self‐Regulation: A Reciprocal Relation in Adolescence. Journal of Adolescence, 64(1), 23–33. https://doi.org/10.1016/j.adolescence.2018.01.005
Sun, J. C., & Rueda, R. (2012). Situational Interest, Computer Self‐efficacy and Self‐regulation: Their Impact on Student Engagement in Distance Education. British Journal of Educational Technology, 43(2), 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
Wolters, C. A., & Taylor, D. J. (2012). A Self-regulated Learning Perspective on Student Engagement. In Handbook of Research on Student Engagement (pp. 635–651). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_30
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2