Peran Dukungan Sosial Orangtua dan Self-Regulated Learning terhadap Prestasi Akademik Siswa Madrasah Tsanawiyah Negeri 2 Kota Kediri

DZULHIJATUL AWALIN Z, Haryanto, Drs., M.Si., Psikolog

2022 | Skripsi | S1 PSIKOLOGI

Pembelajaran tatap muka ketika masa pemberlakukan pembatasan kegiatan masyarakat karena covid-19 yang berkepanjangan memengaruhi prestasi akademik pada siswa. Tujuan penelitian ini untuk menguji peran dukungan orangtua dan self-regulated learning terhadap prestasi akademik siswa. Hipotesis penelitian ini adalah adanya peran dukungan sosial orangtua dan self-regulated learning terhadap prestasi akademik siswa. Partisipan pada penelitian ini berjumlah 177 siswa. Penelitian ini menggunakan tiga instrumen, yaitu skala dukungan sosial orangtua, skala self-regulated learning, dan indeks prestasi siswa semester genap tahun ajaran 2021/2022. Hasil analisis regresi ganda pada penelitian ini menunjukkan bahwa dukungan sosial orangtua dan self-regulated learning berperan secara bersama-sama terhadap prestasi akademik siswa dengan nilai F = 20,061 (p < 0,001) dengan R2 sebesar 0,187. Artinya dukungan sosial dan self-regulated learning secara bersama-sama berperan sebesar 18,7% terhadap prestasi akademik siswa. Hasil dari penelitian ini menunjukkan bahwa hipotesiss dukungan sosial orangtua dan self-regulated learning berpengaruh terhadap prestasi akademik siswa terbukti.

Face-to-face learning which done in a long-term of Partial Lockdown Period (PPKM) that caused by Covid-19 were affecting to students' academic achievements. This research is aimed to test the role of parental social support and self-regulated learning on students' academic achievements. Hypothesis of this study is the role of parental social support and self-regulated learning has inflence over students' academic achievements. The participants in this study were 177 students. This research using three instruments, namely parental social support scale, self-regulated learning scale, and students' achievement index in second semester of 2021/2022 school year. The result of multiple-regression analysis in this research shows that both, parental social support and self-regulated learning, are influencing over students' academic achievements for the F score = 20,061 (p < 0,001) and R2 = 0,187. In conclusion, both, parental social support and self-regulated learning, are influencing 18,7% over students' academic achievements and it proves that the hypothesis is accepted.

Kata Kunci : Parental Social Support, Self-Regulated Learning, Academic Achievement