Penelitian ini bertujuan untuk menguji: 1) perbedaan belajar berdasar regulasi diri ditinjau dari orientasi tujuan siswa SMA di Yogyakarta, 2) perbedaan belajar berdasar regulasi diri ditinjau dari atribusi penyebab kesuksesan siswa SMA di Yogyakarta, 3) perbedaan belajar berdasar regulasi diri ditinjau dari interaksi antara orientasi orientasi tujuan dan atribusi penyebab siswa SMA di Yogyakarta. Subjek penelitian ini adalah siswa kelas II SMA Negeri 2 Bantul, SMA Negeri 3 Bantul, SMA Negeri 1 Sanden, dan SMA Negeri 1 Bambanglipuro. Jumlah subjek penelitian sebanyak 488. Instrumen yang dipakai untuk mengumpulkan data terdiri dari skala belajar berdasar regulasi diri, skala orientasi tujuan penguasaan, skala orientasi tujuan performansi, skala atribusi penyebab kesuksesan, dan skala atribusi penyebab kegagalan. Data dianalisis dengan menggunakan analisis varians. Hasil penelitian menunjukkan bahwa: 1) ada perbedaan belajar berdasar regulasi diri ditinjau dari orientasi tujuan (F = 36.814 p = 0.000), 2) ada perbedaan belajar berdasar regulasi diri ditinjau dari atribusi penyebab kesuksesan (F = 31.081 p = 0.000), 3) ada perbedaan belajar berdasar regulasi diri ditinjau dari atribusi penyebab kegagalan (F = 21.837 p = 0.000), 4) ada perbedaan belajar berdasar regulasi diri ditinjau dari interaksi antara orientasi tujuan dan atribusi penyebab kesuksesan (F = 2.983 p = 0.031), 5) tidak ada perbedaan belajar berdasar regulasi diri ditinjau dari interaksi antara orientasi tujuan dan atribusi penyebab kegagalan (F = 2.444 p = 0.063)

The aims of this research were: 1) to test the difference of self regulated learning based on goal orientation of senior high school students in Yogyakarta, 2) to test difference of self regulated learning based on causal attribution of senior high school students in Yogyakarta, 3) to test difference of self regulated learning based on interaction between goal orientation and causal attributionof high school students in Yogyakarta. Participants were 488 Grade XI students of SMA Negeri 2 Bantul, SMA Negeri 3 Bantul, SMA Negeri 1 Sanden, and SMA Negeri 1 Bambanglipuro. Data were collected using self regulated learning scale, mastery goal orientation scale, performance goal orientation scale, causal attribution scale of success, and causal attribution scale of failure. The data were analyzed using the technique of analysis of variance. The results suggest that: 1) there is significant difference of self regulated learning based on goal orientation (F = 36.814 p = 0.000), 2) there is significant difference of self regulated learning based on causal attribution of success (F = 31.081 p = 0.000), 3) there is significant difference of self regulated learning based on causal attribution of failure (F = 21.837 p = 0.000), 4) there is significant difference of self regulated learning based on interaction between goal orientation and causal attribution of success (F = 2.983 p = 0.031), and 5) there is no significant difference of self regulated learning based on interaction between goal orientation and causal attribution of failure (F = 2.444 p = 0.063)

Kata Kunci : Belajar,Regulasi Diri, self regulated learning, mastery goal orientation, performance goal orientation, causal attribution of success, causal attribution of failure