Peran Self-leadership dalam Proses Pembelajaran Mahasiswa (Konteks Pembelajaran pada Program Studi Pendidikan Dokter FK UGM)

VIVI NISVIYANTI, Prof. dr. Harsono, Sp.S(K).; Dra. Yayi Suryo Prabandari, M.Si., Ph.D.

2015 | Tesis | S2 MANAJEMEN PENDIDIKAN TINGGI

Sudah menjadi tanggungjawab pendidikan tinggi untuk mendisain pembelajaran sedemikian rupa agar dapat mencetak generasi pemimpin masa depan yang expert, professional dan menjadi agent of changes. Salah satu yang dilakukan FK UGM adalah mendisain pembelajaran dengan kemampuan self-directed learning dalam memfasilitasi life long learning yang diharapkan dapat meningkatkan prestasi akademik mahasiswa. Self-leadership sebagai salah satu soft skill yang dapat diandalkan untuk mengarahkan diri dalam mengerahkan usaha melampaui kemampuan yang dimiliki diduga dapat memediasi kemampuan self-directed learning mahasiswa dalam pembelajaran mereka, sehingga diduga self-directed learning akan lebih optimal dengan mediasi self-leadership dalam menciptakan prestasi akademik yang memuaskan. Tujuan penelitian ini adalah mengidentifikasi mediasiself-leadership dalam proses pembelajaran menggunakan self-directed learningsebagai predictor prestasi akademik yang memuaskan, serta menguji pengaruh self-directed learning terhadap self-leadershipdan pengaruh self-leadership dalam memberikan dasar yang kuat untuk memperoleh keberhasilan di bidang akademik.Subjek penelitian merupakan mahasiswa Prodi Pendidikan Dokter FK-UGM angkatan 2011 (semester VII), dengan jumlah sampel 110 mahasiswa. Pengumpulan data menggunkan angket self-directed learning dan angket self-leadership serta hasil wawancara dari beberapa narasumber. Metode analisis yang digunakan adalah partial least square path modelling (PLS-PM).Self-directed learning terbukti mempengaruhi kualitas self-leadership secara signifikan, begitupula halnya dengan self-leadership yang secara signifikan mempengaruhi prestasi akademik, namun self-directed learning terbukti tidak signifikan dalam mempengaruhi prestasi akademik tanpa mediasi self-leadership, sehingga pengaruh total self-directed learning terhadap prestasi akademik menjadi signifikan dan optimal apabila self-leadership dikontrol.

It is of higher education's responsibility to design learning in certain ways to create the future leader generation who are expert, professional and becoming agent of changes. Self-directed learning is one learning method designed in facilitating life-long learning with which students' academic achievement can be enhanced. Self-leadership as one of the soft-skill that dependable to direct someone to exert effort beyond the capabilities is assumed as a mediating indicator of a student's self-directed learning. Therefore, self-directed learning is assumed to be more optimal in creating academic achievement with self-leadership mediator. The purpose of this study was to identify self-leadership mediation in learning process applying self-directed learning as a predictor of remarkable academic achievement and test the influence of self-directed learning on self-leadership and that of self-leadership in giving strong basis for the academic excellence. The subjects of this research are students of Medical Education Program of UGM's Medical School, batch 2011 (VII semester) with total sample of 110 students. The data are collected both using the self-directed learning and self-leadership questionnaire and interviews with some key informants. The data analysis was done under the partial least square path modeling (PLS-PM) method. Self-directed learning is proven to significantly influence the quality of self-leadership as well as self-leadership does to academic achievement. However, self-directed learning without self-leadership as the mediating indicator is proven insignificant in influencing academic achievement. Therefore, total effect of self-directed learning on academic achievement would be significant and optimal if self-leadership was controlled.

Kata Kunci : self-directed learning, self-leadership, and academic achievement