Program belajar, jenis kelamin, belajar berdasar regulasi diri dan prestasi belajar matematika pada pelajar SMA Negeri di yogyakarta

ALSA, Asmadi, Promotor Prof.Dr. Sri Mulyani Martaniah, MA

2005 | Disertasi | S3 Psikologi

Penelitian ini bertujuan untuk: (1) menguji perbedaan belajar berdasar regulasi diri antara pelajar kelas akselerasi dan pelajar kelas reguler, (2) menguji perbedaan belajar berdasar regulasi diri antara pelajar laki-laki dan pelajar perempuan, (3) menguji hubungan antara belajar berdasar regulasi diri dengan prestasi belajar matematika, dan (4) menguji model belajar berdasar regulasi diri yang menghipotesiskan bahwa motivasi tidak memprediksi prestasi belajar matematika secara langsung tapi melalui regulasi metakognitif dan strategi belajar. Responden penelitian adalah pelajar kelas akselerasi dan pelajar kelas reguler, masing-masing satu kelas dari SMA Negeri 1, SMA Negeri 3, dan SMA Negeri 8, di Kota Yogyakarta. Jumlah responden penelitian sebanyak 186 pelajar. Instrumen yang dipakai untuk mengambil data adalah Skala Belajar Berdasar Regulasi Diri, soal ujian matematika, dan tes inteligensi APM. Data program belajar dan jenis kelamin responden diperoleh melalui dokumentasi. Wawancara dipakai untuk memperoleh data kualitatif, yang digunakan untuk membahas hasil analisis kuantitatif. Data dianalisis dengan teknik statistik analisis variansi dan structural equation model. Hasil penelitian: (1) Ada perbedaan belajar berdasar regulasi diri antara pelajar kelas akselerasi dan pelajar kelas reguler di SMA Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, dan SMA Negeri 8 Yogyakarta (F=25,002; p<0,01). Belajar berdasar regulasi diri pelajar kelas akselerasi (rata-rata skor z = 0,361) lebih tinggi daripada belajar berdasar regulasi diri pelajar kelas reguler (rata-rata skor z = -0,239), (2) Tidak ada perbedaan belajar berdasar regulasi diri antara pelajar laki-laki dan pelajar perempuan di SMA Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, dan SMA Negeri 8 Yogyakarta (F=0,137; p>0,05), (3) Ada korelasi positif yang sangat signifikan (r =. 0,241; p<0,01) antara belajar berdasar regulasi diri dengan prestasi belajar matematika pada pelajar SMA Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, dan SMA Negeri 8 Yogyakarta, (4) Model belajar berdasar regulasi diri yang menghipotesiskan bahwa motivasi tidak memprediksi prestasi belajar secara langsung, tetapi melalui regulasi metakognitif dan strategi belajar, sesuai dengan struktur data. Oleh karena itu prestasi belajar matematika pelajar SMA Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, dan SMA Negeri 8 Yogyakarta, dapat dijelaskan berdasar model belajar berdasar regulasi diri yang dikemukakan oleh Garcia dan Pintrich tersebut.

The aim of this dissertation is (1) to investigate the differences of selfregulated learning between accelerated and regular classes of state high school students in Yogyakarta; (2) to test the differences of self-regulated learning between female and male groups of state high school students in Yogyakarta; (3) to test the relationships between self-regulated learning and mathematics achievement; and (4) to investigate the learning model of selfregulated learning which postulated that motivation could not directly predict mathematics achievement but by the metacognitive regulation and learning strategies. The 186 respondents of this study were selected from SMA Negeri I, SMA Negeri III, and SMA Negeri VIII . One class was obtained from each high school that was composed of an accelerated and a regular class. The self-regulated learning scale, the mathematical problem used for examination, and the APM intelligence test were applied as the main instruments in this study. The data of learning programs and sexes of the respondents were acquired through documentation. Interviews were also used to obtain qualitative data. The obtained data were then computed by analysis of variance technique and by structural equation model. Qualitative analysis was used to discuss statistical analysis results. The results of this study were as follow: (1) In comparison with the accelerated classes, the regular class of the three high school students, differed in their self-regulated learning. Students of accelerated classes obtained higher scores of self-regulated learning than that of regular classes; (2) No differences self-regulated learning were found between male and female students in the three high schools; (3) The positive and very significant correlation was found between the self-regulated learning and the mathematics achievement; (4) Garcia and Pintrich who proposed the selfregulated learning model theorized that motivation could not directly predict achievement but by metacognitive regulation and learning strategies in accordance with data structures. Accordingly, the mathematics achievement of all students in SMA Negeri 1, SMA Negeri 3, and SMA Negeri 8, in Yogyakarta, could be explained according to self-regulated learning model postulated by Carcia and Pintrich.

Kata Kunci : Prestasi Belajar,Belajar,Regulasi Diri