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"Tesis ini membahas tentang proses kebijakan Kemenpora yang dilaksanakan oleh Asdep Pengelolaan Pembinaan Sentra dan Sekolah Khusus Olahraga Kemenpora guna merekrut calon atlet berprestasi. Tujuan utama dalam penelitian diantaranya adalah untuk menganalisa kebijakan Kemenpora dalam proses rekutmen siswa baru SKO Ragunan tahun ajar 2017-2018. Kebijakan ini dilaksanakan di seluruh SKO se-Indonesia namun penulis fokuskan penelitian di SKO Ragunan. Diantara permasalahan perkembangan atlet Indonesia penulis menitik beratkan pada proses awal pencetakan atlet yaitu rekrutmen di lembaga pembinaan atlet yang dikelola oleh Kemenpora. Penelitian ini adalah penelitian kualitatif deskriptif yang mampu memberikan gambaran secara cermat mengenai proses rekrutmen. Hasil penelitian didapat bahwa dalam menjalankan proses rekrutmen ini sudah sesuai dengan teori yang digunakan untuk menguji permasalahan. Dari 58 kuota siswa yang diharapkan lulus hanya 32 siswa yang dianggap memenuhi kriteria. Untuk itu dilaksanakan rekrutmen non regular dengan meminta rekomendasi dari organisasi olahraga se-Indonesia.

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Focus of this study is to analyst Policy by Ministry of Youth and Sport regarding recruitment best of the best athletes in Indonesia. The policy about recruitment has been done to all sports school but my focus research was only at SKO Ragunan Jakarta. Purpose for this research is to analyst how recruitment process been held in SKO Ragunan. Researcher rsquo s interested in searching facts about recruitment because recruitment itself give influence of creating good athletes. This research is qualitative descriptive that was able to describe clearly about how the policy been done. The datas were col lected by deep interview. This research found that the process of recruitment has been done correctly as same as theory that researcher used to research. And researcher suggest to maintain the policy sustainably."

"Laporan magang ini berisikan tentang analisis proses pernyusunan anggaran kegiatan Sekolah Khusus Olahragawan (SKO) Ragunan di Kementerian Pemuda dan Olahraga Indonesia, pada bagian Asisten Deputi Sentra Keolahragaan tahun anggaran 2013. Anggaran disusun berdasarkan pendekatan Penganggaran Berbeasis Kinerja. Proses penyusunan anggaran ini dimulai dengan penyusunan Kerangka Acuan Kegiatan (KAK), pembuatan Rincian Anggaran Biaya (RAB), penyusunan kertas kerja Rencana Kerja dan Anggaran Kementerian Negara / Lembaga (RKA-K/L), dan pembuatan Pedoman Operasional Kerja (POK). Pembuatan KAK disusun sesuai dengan Petunjuk Penyusunan Standar Biaya Khusus (SBK), sementara penyusunan RAB dibuat berdasarkan format dalam PMK No. 112/PMK.02/2012. Untuk penyusunan RKA-K/L dan POK dibuat dengan menggunakan aplikasi DIPA RKA-K/L tahun 2013.

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This internship report consist of the analysis of budgeting process Sekolah Khusus Olahragawan (SKO) Ragunan in the Ministry of Sports and Youth Affairs Indonesia, in Deputy Assistant of Sports Center for budget year 2013. This budgeting system prepared based on Performance Budgeting Approach. The budgeting process begin with preparation of Term of Reference (TOR), Rincian Anggaran Biaya (RAB), working paper of Rencana Kerja dan Anggaran Kementerian Negara/Lembaga (RKA-K/L), and Petunjuk Operasional Kegiatan (POK). Deputy Assistant of Sports Center prepared TOR based on a Preparation Instruction of Standar Biaya Khusus (SBK), and prepare RAB based on PMK No.112/PMK.02/2012. Deputy Assistant of Sports Center is using an Aplikasi RKA K/L DIPA for 2013 to create working paper of Rencana Kerja dan Anggaran Kementerian Negara/Lembaga (RKA-K/L), and Petunjuk Operasional Kegiatan (POK)."

"Skripsi ini bertujuan untuk mengetahui faktor dominan nilai estimasi VO2max siswa/siswi Sekolah Khusus Olahragawan Ragunan Jakarta. Penelitian ini menggunakan desain studi cross sectional yang dilakukan pada 110 responden. Nilai estimasi VO2max diperoleh melalui metode pengukuran tidak langsung menggunakan tes Balke 15 menit. Hasil penelitian menunjukkan bahwa rata-rata nilai estimasi VO2max responden laki-laki (47,33 ± 4,29 ml/kg/menit) lebih tinggi dibandingkan dengan responden perempuan (40,97 ± 4,54 ml/kg/menit). Variabel yang memiliki hubungan bermakna secara signifikan dengan nilai estimasi VO2max pada penelitian ini adalah jenis kelamin, status gizi (Z-skor IMT/U dan persen lemak tubuh), asupan vitamin B2, dan aktivitas fisik. Hasil analisis multivariat menggunakan uji regresi linear ganda memperoleh model prediksi nilai VO2max = 33,78 + (6,31 x jenis kelamin) – (1,52 x Z-skor IMT/U) + (2,73 x aktivitas fisik). Variabel dominan dalam menentukan besar nilai estimasi VO2max dalam penelitian ini adalah aktivitas fisik. Status gizi yang baik dan aktivitas fisik yang teratur diperlukan untuk mencapai nilai VO2max yang baik.

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This study aims to determine the dominant factor estimated VO2max value of Sekolah Khusus Olahragawan Jakarta student’s. This study used cross sectional design and conducted on 110 students. Estimated VO2max obtained by indirect measurement method using Balke 15 minutes test. The results showed that the average value of the estimated VO2max of male respondents (47.33 ± 4.29 ml/kg/min) is higher than female respondents (40.97 ± 4.54 ml/kg/min). Variables that have a statistically significant relationship with estimated VO2max value in this study were gender, nutritional status (Z-score BMI-for-age and percent body fat), vitamin B2 intake, and physical activity. Multivariate analysis with multiple linear regression models to obtain the predictive value of VO2max = 33.78 + (6.31 x gender) - (1.52 x Z-score BMI-for-age) + (2.73 x physical activity). Dominant variable in determining the value of the estimated VO2max in this study is a physical activity. Good nutritional status, and regular physical activity required to achieve a good VO2max value."

"Penelitian ini bertujuan untuk mengetahui hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa-atlet di SKO Ragunan DKI Jakarta. Partisipan dalam penelitian ini adalah siswa-atlet di SKO Ragunan DKI Jakarta sejumlah 86 siswa. Penelitian ini menggunakan alat ukur Academic Procrastination Scale yang disusun oleh McCloskey & Scielzo (2015) untuk mengukur prokrastinasi akademik dan alat ukur Academic Self-Regulation Scale yang disusun oleh Magno (2010) untuk mengukur self- regulated learning. Berdasarkan uji korelasi dengan teknik analisis Pearson Correlation, ditemukan bahwa terdapat korelasi negatif yang signifikan antara self-regulated learning dengan prokrastinasi akademik (r = -0.230, n = 86, p < 0.01, one-tailed). Berdasarkan hasil analisis tersebut dapat dikatakan bahwa terdapat hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa-atlet di SKO Ragunan DKI Jakarta.

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This study aims to examine the influence of Self-Regulated Learning towards Academic Procrastination on Student-Athletes at SKO Ragunan DKI Jakarta. The participant in this study were student-athletes who attended SKO Ragunan DKI Jakarta with total 86 students. This study uses a measuring instrument Academic Procrastination Scale compiled by McCloskey & Scielzo (2015) to measure academic procrastination. In addition, this study uses the Academic Self-Regulation Scale compiled by Magno (2010) to measure self-regulated learning. Based on the correlation test using the Pearson Correlation analysis technique, it was found that there was a significant negative correlation between self-regulated learning and academic procrastination (r = -0.230, n = 86, p < 0.01, one-tailed). Which means, that there is a relationship between self-regulated learning and academic procrastination in student-athletes at SKO Ragunan DKI Jakarta."

"ABSTRAKOlahraga berperan sebagai national character building suatu bangsa, sarana strategis untuk membangun kepercayaan diri, identitas bangsa, dan kebanggaan nasional. Sebagai alat pemersatu bangsa, sayangnya olahraga belum menjadi prioritas pemerintah. Hal ini ditandai dengan makin menurunnya prestasi olahraga nasional. Penurunan prestasi ini juga terjadi pada cabang olahraga bulutangkis, terlebih pada sektor putri. Hasil penelitian ini menunjukkan bahwa perlu adanya strategi-strategi khusus yang harus diambil oleh SKO Ragunan guna meningkatkan prestasi atlet perempuan bulutangkis. Strategi tersebut antara lain: menghidupkan pendidikan jasmani di sekolah, koordinasi dengan Dinas Olahraga di kota dan/atau kabupaten, kerjasama dengan pihak swasta untuk mendukung fasilitas latihan dan kebutuhan atlet, penataran, pelatihan, dan standarisasi untuk pelatih, pemberian penghargaan untuk setiap atlet berprestasi, pengiriman atlet ke kompetisi secara teratur, pembangunan PPLM khusus cabang olahraga bulutangkis, promosi bakat atlet bulutangkis SKO Ragunan, serta penerapan Iptek olahraga.

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ABSTRACTSports has a role as national character building of a nation, build self confidence, national identity, and national pride. As a unifying tool of the nation, unfortunately sports have not become a government priority. This is marked by the declining achievement of national sport. The decrease in this achievement also occurs in badminton sport, especially in the women 39 s sector. The results of this study indicate that the need for special strategies that must be taken by SKO Ragunan in order to improve the performance of female athletes badminton. These strategies include enabling physical education in schools, coordinating with the Sports Department in cities and or districts, collaborating with private parties to support training facilities and athlete needs, upgrading, training, and standardization for trainers, awarding awards for every outstanding athlete, sending athletes to the competition on a regular basis, the construction of PPLM special badminton sports, promotion talent badminton athletes of SKO Ragunan, and application of sports science and technology."

"Penelitian ini bertujuan untuk melihat peran self-regulated learning terhadap student engagement pada siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta. Partisipan penelitian ini adalah 96 siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta yang berada pada jenjang pendidikan SMA dengan rentang usia 15 sampai 18 tahun. Data yang diperoleh diolah menggunakan metode kuantitatif, variabel self-regulated learning diukur dengan Academic Self-Regulated Learning Scale (A-SRL-S) dan variabel student engagement diukur menggunakan Student Engagement Scale (SES). Hasil analisis regresi linear menunjukkan bahwa self-regulated learning (F = 65.417, p < .05) dapat memprediksi student engagement dengan R² = .404 artinya 40% varians skor student engagement dapat dijelaskan oleh self-regulated learning. Hasil penelitian ini memperjelas arah hubungan peran self-regulated learning terhadap student engagement adalah positif. Semakin tinggi skor self-regulated learning yang diperoleh partisipan maka semakin tinggi juga skor student engagement partisipan.

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This study aims to examine the role of self-regulated learning on student engagement in student athletes at the Ragunan Special School for Athletes, Jakarta, Indonesia. The participants of this study were 96 high school level student athletes at the Special School for Athletes in Ragunan, Jakarta, Indonesia with an age range of 15 to 18 years. The data obtained were processed using quantitative methods, self-regulated learning variables were measured using the Academic Self-Regulated Learning Scale (A-SRL-S) and student engagement variables were measured using the Student Engagement Scale (SES). The results from the linear regression analysis showed that self-regulated learning (F = 65,417, p < .05) could predict student engagement with R² = .404, meaning that 40% of the variance in student engagement scores could be explained by self-regulated learning. The results of this study clarify that the relationship between the role of self-regulated learning and student engagement is positive. The higher the self-regulated learning score obtained by the participants, the higher the participant's student engagement score."

"Dalam memenuhi tanggung jawab peran ganda sebagai siswa atlet, dibutuhkan strategi pembelajaran yang dapat memaksimalkan aspek akademik. Strategi Self-Regulated Learning terbukti memiliki dampak positif di berbagai aspek. Kualitas proaktif siswa dalam Self-Regulated Learning salah satunya berasal dari keyakinan motivasional. Oleh karena itu, penelitian ini bertujuan untuk melihat peran motivasi intrinsik dalam memprediksi Self-Regulated Learning siswa atlet di SKO Ragunan DKI Jakarta. Partisipan penelitian ini adalah 86 siswa atlet SKO Ragunan DKI Jakarta dengan usia maksimal 19 tahun. Instrumen penelitian yang digunakan yaitu Skala Motivasi Intrinsik dan Academic Self-Regulated Learning Scale (A-SRL-S). Hasil analisis regresi linear menunjukkan bahwa motivasi intrinsik (F = 46.5, p < .05) dapat memprediksi Self-Regulated Learning dengan R² = .356, yang artinya 35% varians skor Self-Regulated Learning dapat dijelaskan oleh motivasi intrinsik. Hasil penelitian ini memperjelas arah hubungan kedua variabel tersebut, yang mana motivasi intrinsik berperan secara signifikan dalam memprediksi kemunculan Self-Regulated Learning pada siswa atlet.

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In order to fulfilling dual responsibilities as student-athletes, learning strategies are needed that can maximize academic aspects. Self-Regulated Learning strategy is proven to have a positive impact in various aspects. One of the proactive qualities of students in Self-Regulated Learning comes from motivational beliefs. Therefore, this study aims to examine the role of intrinsic motivation in predicting Self-Regulated Learning of student athletes at SKO Ragunan DKI Jakarta. The participants of this study were 86 students of SKO Ragunan DKI Jakarta athletes with a maximum age of 19 years. The research instrument used is the Skala Motivasi Intrinsik and Academic Self-Regulated Learning Scale (A-SRL-S). The results of linear regression analysis show that intrinsic motivation (F = 46.5, p < .05) can predict Self-Regulated Learning with R² = .356, which means that 35% of the variance of Self-Regulated Learning scores can be explained by intrinsic motivation. The results of this study clarify the direction of the relationship between the two variables, in which intrinsic motivation significantly predicted the emergence of Self-Regulated Learning in student athletes."

"Dalam memenuhi tanggung jawab peran ganda sebagai siswa atlet, dibutuhkan strategi pembelajaran yang dapat memaksimalkan aspek akademik. Strategi Self-Regulated Learning terbukti memiliki dampak positif di berbagai aspek. Kualitas proaktif siswa dalam Self-Regulated Learning salah satunya berasal dari keyakinan motivasional. Oleh karena itu, penelitian ini bertujuan untuk melihat peran motivasi intrinsik dalam memprediksi Self-Regulated Learning siswa atlet di SKO Ragunan DKI Jakarta. Partisipan penelitian ini adalah 86 siswa atlet SKO Ragunan DKI Jakarta dengan usia maksimal 19 tahun. Instrumen penelitian yang digunakan yaitu Skala Motivasi Intrinsik dan Academic Self-Regulated Learning Scale (A-SRL-S). Hasil analisis regresi linear menunjukkan bahwa motivasi intrinsik (F = 46.5, p < .05) dapat memprediksi Self-Regulated Learning dengan R² = .356, yang artinya 35% varians skor Self-Regulated Learning dapat dijelaskan oleh motivasi intrinsik. Hasil penelitian ini memperjelas arah hubungan kedua variabel tersebut, yang mana motivasi intrinsik berperan secara signifikan dalam memprediksi kemunculan Self-Regulated Learning pada siswa atlet.

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In order to fulfilling dual responsibilities as student-athletes, learning strategies are needed that can maximize academic aspects. Self-Regulated Learning strategy is proven to have a positive impact in various aspects. One of the proactive qualities of students in Self-Regulated Learning comes from motivational beliefs. Therefore, this study aims to examine the role of intrinsic motivation in predicting Self-Regulated Learning of student athletes at SKO Ragunan DKI Jakarta. The participants of this study were 86 students of SKO Ragunan DKI Jakarta athletes with a maximum age of 19 years. The research instrument used is the Skala Motivasi Intrinsik and Academic Self-Regulated Learning Scale (A-SRL-S). The results of linear regression analysis show that intrinsic motivation (F = 46.5, p < .05) can predict Self-Regulated Learning with R² = .356, which means that 35% of the variance of Self-Regulated Learning scores can be explained by intrinsic motivation. The results of this study clarify the direction of the relationship between the two variables, in which intrinsic motivation significantly predicted the emergence of Self-Regulated Learning in student athletes."

"Penelitian ini bertujuan untuk melihat peran Self-Regulated Learning terhadap Academic Resilience siswa Sekolah Khusus Olahragawan (SKO) Ragunan DKI Jakarta dengan maksimal usia partisipan adalah 18 tahun dengan 96 partisipan. Instrumen yang digunakan dalam penelitian ini adalah Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS) dan. Hasil analisis regresi linier pada penelitian ini menunjukkan bahwa Self-Regulated Learning (F = 29.1, p < .05) dapat secara signifikan memprediksikan Academic Resilience dengan R² =.237, yang artinya 23% varians skor Academic Resilience dapat dijelaskan oleh Self-Regulated Learning. Hasil penelitian ini memperkuat bukti penelitian yang menggambarkan adanya peranan yang signifikan pada Self-Regulated Learning dalam memprediksikan kemampuan Academic Resilience siswa SKO.

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This study aims to investigate the role of Self-Regulated Learniing in predicting Academic Resilience of Students Athletes at Special School of Sports Ragunan DKI Jakarta in Pandemic Era. The participants of this study were 96 students of SKO Ragunan DKI Jakarta with maximum age of 18 years. The research instrument used is the Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS). The results of liniear regression anlysis show that Self-Regulated Learning (F = 29.1, p < .05) can predict Academic Resilience with R² =.237, which means that 23% of the varians Academic Resilience scores can be explained by Self-Regulated Learning. The results of this study can clarify the direction of the relationship between Self-Regulated Learning and Academic Resilience in student athletes at SKO Ragunan DKI Jakarta in pandemic era"

"Penelitian ini bertujuan untuk melihat pengaruh pengaruh self-regulated learning siswa atlet terhadap performa non akademik di Sekolah Khusus Olahragawan Ragunan DKI Jakarta. Partisipan penelitian ini adalah siswa atlet yang bersekolah di SKO Ragunan DKI Jakarta yang berjumlah 43 siswa. Penelitian ini menggunakan alat ukur The Self- Regulated Learning yang disusun oleh Toering dkk. (2011) untuk mengukur selfregulated learning yang terdiri dari 6 dimensi, planning, self-monitoring, effort, selfefficay, evaluation, dan reflection. Selain itu, penelitian ini menggunakan Sport Success Scale (SSS) untuk mengukur performa non akademik olahraga pada siswa atlet yang disusun oleh Mousavi dan VaezMousavi (2015). Hasil utama dari analisis regresi linear dalam penelitian ini (F = 51.75, p < 0,05) dengan R² = 0,558 yang berarti terdapat pengaruh self-regulated learning terhadap performa non akademik sebesar 55,8%. Berdasarkan hasil analisis tersebut bahwa terdapat pengaruh self-regulated learning yang signifikan terhadap performa non akademik, sehingga hipotesis alternatif dalam penelitian ini diterima.

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This study aims to examine the effect of student athlete self-regulated learning on nonacademic performance at the Ragunan Special School for Athletes, DKI Jakarta. The participants of this study were student athletes who attended SKO Ragunan DKI Jakarta, totaling 43 students. This study uses a measuring instrument The Self-Regulated Learning compiled by Toering et al (2011) to measure self-regulated learning which consists of 6 dimensions, planning, self-monitoring, effort, self-efficacy, evaluation, and reflection. In addition, this study uses the Sport Success Scale (SSS) to measure non-academic sports performance in student athletes compiled by Mousavi and VaezMousavi (2015). The main result of linear regression analysis in this study (F = 51.75, p <0.05) with R² = 0,558 which means that there is an effect of self-regulated learning on non-academic performance of 55.8%. Based on the results of the analysis that there is a significant effect of self-regulated learning on non-academic performance, so the alternative hypothesis in this study is accepted."