Peran Pola Asuh Autoritatif dan Konsep Diri terhadap Self regulated learning Siswa Remaja SMA di Kabupaten Gianyar
| Main Authors: | Purwarini, Putu Deasytha, Rustika, I Made |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Program Studi Sarjana Psikologi, Fakultas Kedokteran, Universitas Udayana
, 2018
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| Online Access: |
https://ojs.unud.ac.id/index.php/psikologi/article/view/43250 https://ojs.unud.ac.id/index.php/psikologi/article/view/43250/26275 |
Daftar Isi:
- Self-regulated learning merupakan aspek mental yang sangat penting dalam kehidupan remaja yang sedang menuntut ilmu karena pada masa remaja terjadi banyak gejolak, seperti emosi, teman sebaya, identitas diri, dan kognitif. Self-regulated learning merupakan sebuah konsep bagaimana individu menjadi pengatur bagi belajarnya sendiri. Self regulated learning bukan aspek mental yang dibawa sejak lahir melainkan dipengaruhi oleh faktor internal dan eksternal. Bagaimana seseorang memandang dirinya serta bagaimana lingkungan memperlakukan seseorang sejak usia dini akan memengaruhi perkembangan Self regulated learning. Konsep diri merupakan salah satu faktor internal dan pola asuh autoritatif merupakan salah satu faktor eksternal yang memengaruhi Self regulated learning. Tujuan dari penelitian ini adalah untuk mengetahui peran pola asuh autoritatif dan konsep diri terhadap Self-regulated learning. Subjek penelitian berjumlah 220 siswa SMA yang terpilih melalui two stage cluster sampling. Hasil uji regresi berganda menunjukkan nilai R sebesar 0,587 dan R Square sebesar 0,344, yang berarti bahwa pola asuh autoritatif dan konsep diri secara bersama-sama berperan sebesar 34,4% terhadap Self regulated learning. Koefisien beta terstandarisasi dari pola asuh autoritatif sebesar 0,100 dan taraf signifikansi 0,107 (p>0,05) menunjukkan bahwa pola asuh autoritatif tidak berperan secara signifikan terhadap Self regulated learning. Koefisien beta terstandarisasi dari konsep diri sebesar 0,535 dan taraf signifikansi 0,000 (p<0,05) menunjukkan bahwa konsep diri berperan secara signifikan terhadap Self regulated learning. Kata kunci : pola asuh autoritatif, konsep diri, Self regulated learning, remaja.
- Self-regulated learning is a very important mental aspect in the life of adolescents in high school because in adolescence there are a lot of fluctuations that seems to occur, such as emotions, peers, identity, and cognitive. Self-regulated learning is a concept of how individuals become the regulator of the individuals’ learning program. Self-regulated learning is not a mental aspect that is brought on from birth, otherwise, it is influenced by internal and external factors. How an individual sees themselves as a person and how the environment treats the individual from their early age will affect the development of the individual’s self- regulated learning. Self-concept, as an internal factor, as well as authoritative parenting as an external factor, may influence individual’s self-regulated learning. The purpose of this study is to understand how authoritative parenting and self-concept influence individual’s self-regulated learning. The subjects of this study amounted to 220 high school students who were selected through two stage cluster sampling. The result of multiple regression test shows that R value is 0,587 and R Square is 0,344, which means that authoritative parenting and self-concept have contributed to affect individual’s self-regulated learning by 34,4%. The standardized beta coefficient of authoritative parenting by 0.100 and the significance level by 0.107 (p> 0.05) indicate that authoritative parenting does not play a significant role in self-regulated learning. Standardized beta coefficient of self-concept by 0,535 and significance level by 0,000 (p <0,05) indicate that self-concept have a significant role to self-regulated learning. Keywords: authoritative parenting, self-concept, self-regulated learning, adolescent.