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"Membentuk dan mengembangkan perilaku peserta didik dapat dilakukan dengan menerapkan perilaku disiplin dan membangkitkan Self-Regulated Learning. Religiusitas menjadi salah satu faktor pengendali tingkah laku serta merupakan sebuah motifasi hidup dan merupakan alat pengembangan, pengendalian diri, dan juga merupakan suatu alat pembentuk moral. Penelitian ini bertujuan mengetahui pengaruh religiusitas terhadap disiplin dan regulasi diri dalam belajar siswa Sekolah Menengah Pertama Negeri di Kota Bekasi. Hipotesis; 1) Terdapat pengaruh yang signifikan dari religiusitas terhadap disiplin siswa SMP; 2) Terdapat pengaruh yang signifikan dari religiusitas terhadap regulasi diri dalam belajar siswa SMP; 3) Terdapat pengaruh yang signifikan dari disiplin terhadap dan Self-Regulated Learning siswa SMP. Skala yang digunakan adalah skala religiusitas (Glock & Stark), skala disiplin (Sears) dan skala MSLQ (Pintrich dan Groot). Responden penelitian ini adalah 164 siswa SMP Negeri di Kota Bekasi. Pemilihan subyek dilakukan dengan random sampling. Langkah analisis data menggunakan Analisis CFA dan Analisis SEM dengan alat bantu SPSS 15 dan LISREL 8.8 Kesimpulan; Ada pengaruh yang signifikan antara religiusitas terhadap disiplin dan Self-Regulated Learning dan antara disiplin terhadap Self-Regulated Learning.

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The formation and development of students' behavior may be carried out by imposing discipline and encourage self-regulated learning. Religousness is one of the factors which controls the behavior and a motivation to live and is a development tool, self control as well as a tool to form the moral. The objectives of the study is to find out the impact of religiousness on the disciple and self regulation in the learning prosess of students of State Junior High School in Bekasi City. The hyphotheses are : (1) There is a signification impact of religiouness on the discipline of Junior High School students; 2) There is a significant impact of religousness on the self-regulated learning Junior High School students; 3) There is a significant impeet of religiousness on the discipline and self regulated learning of Junior High School students. The scale is used is the scale of religiousness (Glock & Stark), the scale of discipline (Sears) and MSLQ scale (Pintrich and Groot). The respondents of this study are 164 students of State Junior High School in Bekasi City. The subject is selented by random sampling. The data analysis step uses CF A Analysis and SEM Analysis with the help of tools namely SPSS 12 and LISREL 8.8. Conclusion: There is a signifant impact of reHgiousness on discipline and self-regulated learning and of discipline on self-regulated learning."

"Penelitian ini dilakukan untuk melihat apakah pemberian program intervensi efektif mengembangkan regulasi diri dalam belajar pada siswa underachiever. Program intervensi yang dilaksanakan merupakan modifikasi dari Self-Regulated Empowerment Program (Cleary & Zimmerman, 2004). Penelitian menggunakan single subject design dengan melibatkan satu orang siswa SMP underachiever yang berusia 12 tahun. Hasil dari penelitian ini menunjukkan bahwa program intervensi efektif memberikan perubahan pada level kognitif. Agar program intervensi efektif untuk perubahan perilaku regulasi diri dalam belajar siswa, waktu pelaksanaan perlu lebih panjang disertai dengan pendampingan pada siswa.

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This study was conducted to see whether the provision of effective intervention program make underachiever student have self-regulation in learning. Intervention program was a modification of Self-Regulated Empowerment Program (Cleary & Zimmerman, 2004). This study was using single subject research design involving a junior high underachiever aged 12 years old. Results showed that the intervention program effective at the cognitive level. Longer time with program administration and accompanimed with mentoring program recommended for encouraging changes in the student?s self-regulated learning behavior."

"Siswa atlet adalah salah satu kelompok siswa yang sering kali mengalami underachievement, meskipun siswa atlet tersebut termasuk siswa berbakat intelektual gifted. Underachievement ini disebabkan oleh rendahnya kemampuan regulasi diri dalam belajar. Intervensi Self Regulation Empowerment Program SREP terbukti dapat meningkatkan regulasi diri dalam belajar dan prestasi akademik melalui penelitian Cleary Zimmerman 2004, Cleary, Platten Nelson 2008, Cleary Platten 2013 dan Giri 2016. Pada penelitian berdesain single subject experimental study ini, peneliti ingin melihat pengaruh SREP dalam meningkatkan regulasi diri dalam belajar dan prestasi akademik siswa atlet SMA dengan gifted underachievement. Data diperoleh dari pengukuran Motivated Strategies and Learning Questionnaire MSLQ, Self-Regulation Strategies Inventory SRSI Parent and Teacher Rating, dan nilai pada mata pelajaran PKN, Matematika, serta Sosiologi. Melalui pengujian statistik reliability change index RCI disertai dengan analisis kualitatif, diketahui bahwa SREP dapat memberikan peningkatan signifikan pada regulasi diri dalam belajar RCI = 3.58, p

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Student athletes are one of the group of students who often experience underachievement, even though the athlete 39 s students are intellectually gifted. This underachievement is due to the low self regulation ability in learning. The Self Regulation Empowerment Program SREP interventions proved to improve self regulation in learning and academic achievement through study from Cleary Zimmerman 2004, Cleary, Platten Nelson 2008, Cleary Platten 2013 and Giri 2016. In the study of single subject experimental study design, the researcher wanted to see the influence of SREP in improving self regulation in learning and academic achievement of high school athlete with gifted underachievement. Data were obtained from measurement of Motivated Strategies and Learning Questionnaire MSLQ, Parent and Teacher Rating Self Regulation Strategies Inventory SRSI, and grades on PKN, Mathematics, and Sociology subjects. By testing the reliability change index RCI statistics along with qualitative analysis, it is known that SREP can provide significant improvement in self regulation in learning RCI 3.58, p "

"Remaja perlu melakukan aktivitas eksplorasi sebelum berkomitmen terhadap pilihan karier, akan tetapi masih banyak siswa SMA yang belum melakukan eksplorasi karier dan tidak yakin dengan pilihan kariernya. Penelitian ini bertujuan untuk mengetahui peran konsep diri akademik dalam memperantarai hubungan antara regulasi diri dalam belajar dan komitmen terhadap pilihan karier pada siswa SMA. Komitmen terhadap pilihan karier adalah kondisi ketika seseorang yakin pada pilihan kariernya, optimis dengan masa depan kariernya dan sadar akan adanya hambatan karier. Komitmen terhadap pilihan karier penting dimiliki siswa SMA karena merupakan komponen utama dalam pembentukan identitas diri. Penelitian ini memfokuskan pada dimensi vocational exploration and commitment, yaitu keterbukaan untuk mengeksplorasi berbagai pilihan karier sebelum berkomitmen pada pilihan karier tertentu. Penelitian ini menggunakan pendekatan kuantitatif dengan partisipan penelitian berjumlah 315 orang siswa SMA kelas X-XI. Pengukuran komitmen terhadap pilihan karier dilakukan dengan alat ukur Commitment to Career Choices Scale skala vocational exploraton and commitment. Pengukuran regulasi diri dalam belajar menggunakan Motivated Strategies and Learning Questionnaire, sedangkan konsep diri akademik diukur dengan menggunakan Academic Self Concept for Adolescents Scale. Hasil penelitian menunjukkan bahwa regulasi diri dalam belajar memengaruhi komitmen terhadap pilihan karier melalui konsep diri akademik. Keterampilan regulasi diri dalam belajar yang diterapkan dengan konsisten akan membentuk konsep diri akademik yang positif dan berdampak pada meningkatnya komitmen terhadap pilihan karier pada siswa SMA.

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Adolescents need to explore before committing to career choice, but there are still many high school students who have not done career exploration and are unsure of their career choices. This study aims to determine the role of academic self concept in mediating the relationship between self regulation learning and commitment to career choice among high school students.Commitment to career choice is a condition includes self confident of one's career choice, a positive sense of one's vocational future and an awareness of potential obstacles. Commitment to career choice is important for high school students because it is a major component in the identity formation process.

This research focuses on the dimensions of vocational exploration and commitment, namely openness to explore career choices before committing to a particular career choice.

This research uses quantitative approach with 315 students of high school students of X XI class. Measurement of commitment to career choice is done by measuring tool Commitment to Career Choices Scale vocational exploraton scale and commitment. Measurement of self regulation in learning using Motivated Strategies and Learning Questionnaire, while the academic self concept was measured using the Academic Self Concept for Adolescents Scale.

The results show that self regulation in learning affects commitment to career choice through academic self concept. The self regulated skills in applied learning consistently will shape the positive academic self concept and impact on the increased commitment to career choice among high school students. "

"ABSTRAKUnderachievement pada pelajaran Matematika adalah fenomena dimana siswa tidak menampilkan prestasi Matematika sebaik potensinya untuk belajar Matematika. Dua faktor krusial dari diri siswa yang menyebabkan siswa mengalami underachievement adalah rendahnya motivasi dan regulasi diri siswa dalam belajar matematika. Penelitian ini bertujuan untuk menguji pengaruh Program Pembelajaran Regulasi Diri dalam meningkatkan kemampuan regulasi diri dan motivasi subjek dalam belajar Matematika. Penelitian ini menggunakan desain single-subject AB. Alur program disusun berdasarkan alur Self Regulation Empowerment Program yang disusun oleh Cleary, et al., 2008 dan diintegrasikan dengan berbagai strategi peningkatan motivasi dan regulasi diri untuk belajar Matematika. Uji efektivitas program dilakukan dengan menggunakan analisis Reliability Change Index RCI untuk alat ukur Motivated Strategies of Learning Questionnaire MSLQ serta analisis kualitatif. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada motivasi RCI=2.56, p

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ABSTRACTUnderachiement in Mathematics is a phenomenon when a student rsquo s Mathematical achievement falls belows his her learning potential. Two crucial factors regarding student rsquo s underachievement are motivation and self regulation. Using single subject AB design, this study aims to examine the effects of Self Regulation Learning Program to enhance student rsquo s motivation and self regulation in learning Mathematics. This program designed by adapting the Self Regulation Empowement Program for the session plot, and also integrating other strategies for enhancing student rsquo s motivation and self regulation, specifically in learning Mathematics. The effctiveness of Self Regulation Learning Program will be analyzed using Reliability Change Index to examine the difference between Motivated Strategies of Learning Questionnaire MSLQ pre test and post test scores. The RCI results will be supported with qualitative analysis. This study prove that there is a significant enhancement in student rsquo s motivation RCI 2.56, p"

"Stres akademik merupakan jenis stres yang dipicu oleh stressor berupa beban akademik. Jenis stres ini memberikan pengaruh negatif dalam proses belajar dan prestasi mahasiswa. Salah satu upaya untuk mengurangi stres akademik adalah dengan pengembangan self-regulated learning, sebuah perilaku dimana seseorang mampu mengelola proses belajar mereka sendiri. Di sisi lain, dalam ajaran Islam dikenal sebuah sikap yang dianjurkan bagi muslim yaitu tawakal. Tawakal adalah sikap berusaha dan berserah diri kepada Allah, sikap ini dapat diterapkan dalam berbagai kegiatan termasuk dalam belajar yang digambarkan dengan kesungguhan dalam belajar dan berserah diri kepada Allah setelah berusaha. Pengertian tawakal bagi muslim saat ini hanya fokus terhadap berserah diri kepada Allah dan kurang fokus terhadap usaha sebelum berserah diri. Tawakal dalam penelitian ini akan fokus terhadap usaha dan penyerahan diri kepada Allah dalam kegiatan belajar mahasiswa. Penulis dalam penelitian ini ingin mengetahui apakah self-regulated learning memiliki pengaruh signifikan terhadap stres akademik. Kemudian penulis juga ingin mengetahui apakah tawakal dalam belajar juga memiliki pengaruh signifikan terhadap stres akademik di kalangan mahasiswa. Penelitian ini juga bertujuan untuk mengetahui pengaruh self-regulated learning dan sikap tawakal dalam belajar secara bersamaan terhadap stres akademik pada mahasiswa. Dengan menggunakan metode kuantitatif, penelitian ini melibatkan 150 mahasiswa aktif muslim pada jenjang S1 dan setara S1 (D4 dan S1 ekstensi) di universitas-universitas baik Negeri maupun swasta di Jakarta, Bogor, Depok, Tangerang dan Bekasi. Hasil penelitian ini menunjukkan bahwa self-regulated learning memiliki pengaruh signifikan terhadap stres akademik Tawakal dalam belajar juga terbukti memiliki pengaruh signifikan terhadap stres akademik. Kemudian self-regulated learning dan tawakal dalam belajar secara bersamaan terbukti memberikan pengaruh terhadap stres akademik pada mahasiswa.

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Academic stress is a type of stress triggered by a stressor in the form of academic burden. This type of stress has negative influence on the learning process and student's achievement. One of the efforts to reduce academic stress is by developing self-regulated learning, a behavior in which a person is able to manage their own learning process. On the other hand, there is an Islamic teaching known as tawakal or the attitude of trying and surrendering to Allah. This attitude of allegiance can be applied in variety of activities including learning, which is conceived with sincerity in learning and surrendering to God after trying.

Understanding tawakal for most Muslims today only focuses on surrendering to Allah and focusing less on the effort before surrendering. Tawakal in this study will focus on the effort of learning and surrendering to God in student learning activities.

The author in this study wanted to find out whether self-regulated learning has a significant influence on academic stress. Also, the author wants to find out whether tawakal in learning also has a significant influence on academic stress among students. This study aims to determine the effect of self-regulated learning and tawakal in learning simultaneously, against the academic stress in students.

By using quantitative methods, this study has involved 150 active Muslim students at S1 level and equivalent to S1 (D4 and S1 extensions) in both public and private universities in Jakarta, Bogor, Depok, Tangerang and Bekasi.

The results of this study indicate that self-regulated learning has a significant influence on academic stress, Tawakal in learning also has a significant effect on academic stress. Then self-regulated learning and tawakal in learning simultaneously proved to have an effect on academic stress on students."

"[ABSTRAKLatar belakang penelitian ini berawal dari masalah yang sering muncul dalam perkembangan karir pada remaja terutama dalam hal memilih, meningkatkan, dan mempertahankan konsistensi dalam memilih karir seperti pilihan pendidikan. Kemampuan itu disebut adaptabilitas karir. Penelitian ini mempertanyakan faktor apa yang mempengaruhi peningkatan adaptabilitas karir. Asumsi yang ditegakkan adalah ketika individu berhasil menerapkan regulasi diri dalam belajar, yang pembentukannya dipengaruhi oleh dukungan sosial, maka perencanaan, pemilihan dan pengembangan karir akan lebih mudah dilakukan. Untuk membuktikan asumsi tersebut, penelitian ini melihat keterakaitan antara dukungan sosial sebagai sumber yang membantu pembentukan keterampilan regulasi diri dalam belajar dengan pembangunan adaptabilitas karir sebagai sikap dan kesiapan dalam menghadapi tantangan perkembangan karir. Penelitian ini menguji kesesuaian model yang melihat peranan dukungan sosial dalam internalisasi regulasi diri dalam belajar sehingga dapat meningkatkan pembangunan adaptabilitas karir yang tinggi. Penelitian ini mengukur tiga variabel yaitu dukungan sosial sebagai variabel independen, regulasi diri dalam belajar sebagai variabel mediator dan adaptabilitas karir sebagai variabel dependen. Partisipan dalam penelitian ini berjumlah 1012 mahasiswa baru dari semua fakultas yang ada di UI dengan pengolahan data menggunakan structural equation model dari Lisrel 8.80, teknik regresi berganda untuk menguji hipotesis yang ditegakkan dan menggunakan anovar untuk memperkaya hasil penelitian. Hasil penelitian ini menunjukkan model yang diajukan sesuai dengan data di lapangan dan membuktikan bahwa variabel regulasi diri dalam belajar adalah mediator penuh antara variabel dukungan sosial dengan variabel adaptabilitas karir. Artinya dukungan sosial hanya akan bermakna dalam pembangunan adaptabilitas karir apabila dimediasi oleh regulasi diri dalam belajar. Perlunya peningkatan peranan dukungan sosial untuk membantu remaja dalam internalisasi regulasi diri dalam belajar agar mereka dapat membangun adaptabilitas karir yang kuat.;

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ABSTRACTThe background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people, The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people]"

"[Underachiever adalah kondisi yang banyak terjadi di kalangan pelajar, termasuk siswa SMP. Baslanti dan McCoach (2006) serta Bondurant (2010) menyatakan bahwa kondisi underachievement terjadi karena siswa tidak mampu melakukan regulasi diri di dalam belajar yang baik. Oleh karena itu, Zimmerman, Bonner, dan Kovach (1996) mengajukan model intervensi untuk siswa dengan underachievement melalui pengajaran 5 keterampilan akademik. Keterampilan akademik tersebut diajarkan kepada siswa guna meningkatkan kemampuan regulasi diri dalam belajar yang mereka miliki. Peneliti menggunakan modeltersebut untuk memberikan intervensi kepada P, siswa SMP dengan tipedisorganized underachiever. Keterampilan akademik yang diajarkan kepada P adalah keterampilan manajemen waktu dan belajar yang lebih efektif. Model intervensi tersebut dikombinasikan dengan sistem organisasi informasi sekolah oleh Peters (2000). Efektivitas dari program intervensi ini dilihat dari kenaikan skor pre dan post-test yang diukur dengan Motivated Strategies for Learning Questionnaire (MSLQ) karya Pintrich dan DeGroot (1990). Peneliti menggunakan versi adaptasi dalam Bahasa oleh Puteri (2013), sehingga lebih sesuai dengan kondisi di Indonesia. Hasil penelitian menunjukkan bahwa program intervensi manajemen waktu meningkatkan kemampuan regulasi diri dalambelajar pada diri P.;Underachiever is a condition that is quite common among students, including junior high school students. Baslanti and McCoach (2006) and Bondurant (2010) states that the condition of underachievement occurs because students are not capable to do self-regulated learning. Therefore, Zimmerman, Bonner, and Kovach (1996) propose a model of intervention for students with underachievement through teaching academic skills. There are five academis skills. The academic skills taught to students in order to improve their ability to doself-regulated learning. Researchers used the model to provide intervention to P, junior high school students with disorganized underachiever type. One of academic skills which taught to P is a time-management skills. The intervention model is combined with a system of organization of school information by Peters (2000). The effectiveness of this intervention program be seen from the increasein scores pre and post-test were measured with the Motivated Strategies for Learning Questionnaire (MSLQ) works by Pintrich and DeGroot (1990). Researchers use the Bahasa version, adaptation version by Putri (2013), so it is more appropriate to the conditions in Indonesia. The results showed that the time management intervention program increases the ability of self-regulated learning., Underachiever is a condition that is quite common among students, includingjunior high school students. Baslanti and McCoach (2006) and Bondurant (2010)states that the condition of underachievement occurs because students are notcapable to do self-regulated learning. Therefore, Zimmerman, Bonner, andKovach (1996) propose a model of intervention for students withunderachievement through teaching academic skills. There are five academisskills. The academic skills taught to students in order to improve their ability to doself-regulated learning. Researchers used the model to provide intervention to P,junior high school students with disorganized underachiever type. One ofacademic skills which taught to P is a time-management skills. The interventionmodel is combined with a system of organization of school information by Peters(2000). The effectiveness of this intervention program be seen from the increasein scores pre and post-test were measured with the Motivated Strategies forLearning Questionnaire (MSLQ) works by Pintrich and DeGroot (1990).Researchers use the Bahasa version, adaptation version by Putri (2013), so it ismore appropriate to the conditions in Indonesia. The results showed that the timemanagement intervention program increases the ability of self-regulated learning.]"

"Sejak COVID-19 menimpa Indonesia, pemerintah mengimbau seluruh siswa untukmelakukan pembelajaran jarak jauh (PJJ), yaitu sebuah kondisi dimana pengajardan peserta didik tidak berada di tempat yang sama. Perubahan sistem pembelajaran ini tentunya mempengaruhi berbagai kondisi peserta didik, termasuk bagaimana ia mempersepsikan pengalaman belajar yang dimiliki. Penelitian ini bertujuan untuk melihat apakah kesiapan belajar online dapat memprediksi persepsi mahasiswa terhadap belajar. Partisipan pada penelitian ini adalah mahasiswa yang melaksanakan PJJ selama masa pandemi (N=540). Hasil menunjukkan bahwa kesiapan belajar online mempengaruhi persepsi terhadap belajar baik secara langsung maupun tidak langsung melalui motivasi akademik. Regulasi diri dan sikap terhadap e-learning yang dimiliki mahasiswa memperkuat kaitan antaramotivasi akademik dan persepsi terhadap belajar yang dimiliki. Namun, hubungantidak langsung antara kesiapan belajar online dan persepsi terhadap belajar tidakbergantung pada regulasi diri dan sikap terhadap e-learning yang dimiliki. Hal ini menandakan bahwa siswa yang sudah siap untuk menjalani PJJ serta memiliki motivasi yang tinggi, dapat mempersepsikan pengalaman belajarnya dengan baik.

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Since COVID-19 reached Indonesia, the government notify all students to conduct

distance learning: a condition in which lecturers and students are not in the same

place. The change over this learning system certainly affects students’

psychological conditions, including how they perceive their learning experiences.

This study investigated whether online learning readiness can predict perceived

learning. Participants in this study were undergraduate students who undergo

distance learning during pandemic (N = 540). The results showed that online

learning readiness predicts perceived learning both directly and indirectly through

academic motivation. However, self-regulated learning and attitudes toward elearning

could strengthen the link between academic motivation and perceived

learning. The indirect relationship between online learning readiness and perceived

learning was not conditional on the students’ self-regulated learning and attitudes

toward e-learning. This indicates that students who are ready for online learning

and highly motivated are more likely to perceive their learning better."

"ABSTRAKSiswa dengan underachievement pada pelajaran Matematika menunjukkan adanya prestasi yang lebih rendah dari potensi yang sesungguhnya dimiliki. Kesenjangan antara prestasi dan potensi siswa ini disebabkan oleh rendahnya regulasi diri dalam belajar Matematika. Penerapan Self Regulation Empowerment Program SREP merupakan salah satu alternatif untuk meningkatkan regulasi diri dalam belajar yang diberikan secara individual. Penelitian yang berdesain single subject experimental study ini bertujuan untuk menguji efektivitas SREP dalam meningkatkan regulasi diri dalam belajar sekaligus prestasi Matematika pada siswa dengan underachievement di SMP. Data diperoleh melalui alat ukur Motivated Strategies and Learning Questionnaire MSLQ , Self Regulated Learning SRL Microanalysis, dan tes prestasi Matematika. Melalui pengujian statistik yaitu reliability change index RCI disertai dengan analisis kualitatif, diketahui bahwa SREP dapat memberikan peningkatan signifikan pada regulasi diri dalam belajar RCI = 3.07, p 6 menurut Perels, Dignath, Smith, 2009 pada siswa dengan underachievement pada siswa SMP. Ketika dilakukan follow up, siswa menggunakan aplikasi dari tahapan regulasi diri dalam belajar tidak hanya di pelajaran Matematika, tetapi juga pelajaran lainnya seperti IPA, IPS, Bahasa Indonesia dan Bahasa Inggris.

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ABSTRACTStudents with underachievement in Mathematics had actual achievement that falls below their potential achievement. This kind of discrepancy could be caused by their self regulated learning. Self Regulation Empowerment Program SREP intervention was an alternative way to enhance self regulated learning. This single subject experimental study aimed to determine the effectiveness of SREP in enhancing both self regulated learning and Mathematics achievement for student with underachievement in middle school. The data was collected by using Motivated Strategies and Learning Questionnaire MSLQ , Self Regulated Learning SRL Microanalysis, and Mathematics achievement test and analyzed by using reliability change index RCI and qualitative method of analysis. The result showed that SREP was able to enhance self regulated learning significantly RCI 3.07, p 6 based on Perels, Dignath, Smith, 2009 for students who have underachievement in middle school. Follow up data showed that students also has applied stages of self regulated learning not only in Mathematics but also in other school subjects such as science, social science, Bahasa, and English."