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"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"

"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 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."

"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."

"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."

"Self regulated learning merupakan aspek yang penting dalam kesuksesan akademik siswa. Pada sisi personal, goal orientation diketahui mempengaruhi komitmen seseorang dalam meregulasi dirinya pada proses belajar. Pada sisi kontekstual, classroom goal structure diketahui juga dapat mempengaruhi tinggi rendahnya self regulated learning siswa. Pada masyarakat Indonesia yang cenderung embedded, classroom goal structure sebagai faktor kontekstual diasumsikan memiliki peran yang lebih besar dibandingkan dengan goal orientation. Penelitian ini dilakukan untuk menguji kontribusi peran goal orientation dan classroom goal structure sebagai terhadap self regulated learning.Analisis hasil penelitian dilakukan dengan menggunakan partial correlation. Sebanyak 301 siswa sekolah menengah atas menjadi partisipan dalam penelitian ini. Goal orientation dan classroom goal structure diukur menggunakan adaptasi dari sub tes personal goal orientarion dan perception about classroom goal structure pada alat ukur Pattern of Adaptive Learning Scale. Self regulated learning diukur dengan alat ukur yang dikonstruksi berdasarkan dimensi self regulated learning yang dikemukakan oleh Lindner dan Harris 2002. Ketiga jenis classroom goal structure ditemukan memiliki kontribusi yang signifikan terhadap self regulated learning. Adapun kontribusi goal orientation terhadap self regulated learning hanya didapatkan dari mastery goal orientation saja. Akan tetapi, secara keseluruhan, kontribusi goal orientation ditemukan lebih besar dibandingkan classroom goal structure terhadap self regulated learning.

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Self Regulated Learning SRL is an important aspect in determining students 39 success in academic. At the personal side, goal orientation is known to be able to influence how much one puts a commitment in regulating oneself in studying process. At contextual side, classroom goal structure is also known to be affecting the degree of SRL in students. In Indonesia 39 s context which is prone to be more towards embedded culture, classroom goal structure as a contextual factor is assumed to have a bigger role in influencing SRL compared to goal orientation. This research is intended to test how significant is the role of goal orientation and classroom goal structure to SRL.Research analysis was conducted using partial correlation. 301 high school students in Depok city became the participants in this research. Classroom goal structure and goal orientation were measured by adaptation from sub test perception on classroom goal structure and personal goal orientation using Pattern of Adaptive Learning Scale instrument. Meanwhile SRL was measured using an instrument that was constructed using a theory by Lindner and Harris 2002 . The 3 types of classroom goal structure was found to have a significant contribution to SRL. While contribution of goal orientation to SRL was only significantly found in mastery goal orientation. Nevertheless, overall, the contribution to SRL by goal orientation was found to be higher compared to classroom goal structure."

"Metode pembelajaran jarak jauh yang diterapkan di Indonesia memunculkan berbagai kendala bagi siswa. Seperti beban tugas, kejenuhan, rasa malas dan kurang peduli pada sekolah, yang pada akhirnya berdampak pada penurunan motivasi akademik. Penelitian ini bertujuan untuk mengetahui apakah terdapat peran dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan terhadap motivasi akademik. Partisipan penelitian ini adalah siswa SMA di Indonesia yang sedang menjalani pembelajaran jarak jauh (N=223). Terdapat tiga alat ukur yang digunakan dalam penelitian ini, yakni Academic Motivation Scale Short Indonesian Version untuk mengukur motivasi akademik, Social Provisions Scale untuk mengukur dukungan sosial dari orang tua yang dipersepsikan oleh siswa, dan Self-Regulated Online Learning untuk mengukur self-regulated learning. Data yang dikumpulkan kemudian diolah menggunakan teknik statistik analisis regresi berganda. Hasil penelitian menunjukkan bahwa dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan berperan terhadap motivasi akademik sebesar 18,2% (R2=0,182, p<0,05), dimana self-regulated learning memberikan sumbangan terbesar yakni 18,9% dan -0,7% sisanya merupakan sumbangan dari dukungan sosial dari orang tua yang dipersepsikan oleh siswa. Oleh karena itu, self-regulated learning dapat dikatakan sebagai faktor yang penting dimiliki oleh siswa untuk menjaga dan meningkatkan motivasi akademiknya.

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The distance learning method applied in Indonesia raises various difficulties for students. These include workload, boredom, feeling lazy, and lacking in attentiveness about school, which in turn has an impact on the declining of academic motivation. This study aims to determine whether there is a role of a perceived social support from parents and self-regulated learning simultaneously toward academic motivation. The participants of this study are high school students in Indonesia who are undergoing distance learning (N=233). There are three measuring tools that are used in this study, namely Academic Motivation Scale Short Indonesian Version to measure academic motivation, Social Provisions Scale to measure perceived social support, and Self-Regulated Online Learning to measure self-regulated learning. The data collected is processed using multiple regression statistical techniques. The result of the study showed that there is a role of perceived social support from parents and self-regulated learning simultaneously toward academic motivation by 18,2% (R2=0,182, p<0,05), where self-regulated learning gave the largest contribution, namely 18.9% and the remaining -0.7% is a contribution from perceived social support from parents. Therefore, self-regulated learning is said to be an important factor for students to maintain and improve their academic motivation."

"Metode pembelajaran jarak jauh yang diterapkan di Indonesia memunculkan berbagai kendala bagi siswa. Seperti beban tugas, kejenuhan, rasa malas dan kurang peduli pada sekolah, yang pada akhirnya berdampak pada penurunan motivasi akademik. Penelitian ini bertujuan untuk mengetahui apakah terdapat peran dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan terhadap motivasi akademik. Partisipan penelitian ini adalah siswa SMA di Indonesia yang sedang menjalani pembelajaran jarak jauh (N=223). Terdapat tiga alat ukur yang digunakan dalam penelitian ini, yakni Academic Motivation Scale Short Indonesian Version untuk mengukur motivasi akademik, Social Provisions Scale untuk mengukur dukungan sosial dari orang tua yang dipersepsikan oleh siswa, dan Self-Regulated Online Learning untuk mengukur self-regulated learning. Data yang dikumpulkan kemudian diolah menggunakan teknik statistik analisis regresi berganda. Hasil penelitian menunjukkan bahwa dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan berperan terhadap motivasi akademik sebesar 18,2% (R2=0,182, p<0,05), dimana self-regulated learning memberikan sumbangan terbesar yakni 18,9% dan -0,7% sisanya merupakan sumbangan dari dukungan sosial dari orang tua yang dipersepsikan oleh siswa. Oleh karena itu, self-regulated learning dapat dikatakan sebagai faktor yang penting dimiliki oleh siswa untuk menjaga dan meningkatkan motivasi akademiknya.

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The distance learning method applied in Indonesia raises various difficulties for students. These include workload, boredom, feeling lazy, and lacking in attentiveness about school, which in turn has an impact on the declining of academic motivation. This study aims to determine whether there is a role of a perceived social support from parents and self-regulated learning simultaneously toward academic motivation. The participants of this study are high school students in Indonesia who are undergoing distance learning (N=233). There are three measuring tools that are used in this study, namely Academic Motivation Scale Short Indonesian Version to measure academic motivation, Social Provisions Scale to measure perceived social support, and Self-Regulated Online Learning to measure self-regulated learning. The data collected is processed using multiple regression statistical techniques. The result of the study showed that there is a role of perceived social support from parents and self- regulated learning simultaneously toward academic motivation by 18,2% (R2=0,182, p<0,05), where self-regulated learning gave the largest contribution, namely 18.9% and the remaining - 0.7% is a contribution from perceived social support from parents. Therefore, self-regulated learning is said to be an important factor for students to maintain and improve their academic motivation."

"Penelitian ini bertujuan untuk melihat kontribusi atau peran trait kepribadian terhadap academic burnout pada siswa kelas 3 SMA Negeri di Jakarta, khususnya pada Pembelajaran Jarak Jauh (PJJ) selama masa pandemi Covid-19. Dalam pelaksanaannya, PJJ memiliki dampak yang membuat pembelajaran menjadi kurang efektif, sehingga memengaruhi kondisi mental sosial emosional siswa. Kendala-kendala yang muncul dan beban tugas selama PJJ menyebabkan siswa dapat merasa lelah secara emosional, tidak merasa mampu dalam menyelesaikan tugas, dan menjadi tidak peduli terhadap kegiatan belajarnya. Dengan kata lain siswa mengalami academic burnout. Penelitian ini dilakukan pada 357 siswa kelas 3 SMAN di Jakarta. Academic burnout diukur dengan menggunakan Maslach Burnout Inventory – Student Survey (MBI-SS). Sementara itu kepribadian siswa diukur menggunakan IPIP-BFM-25. Hasil perhitungan Pearson correlation menunjukkan bahwa kelima trait kepribadian (extraversion, agreeableness, conscientiousness, emotional stability, dan intellect) memiliki hubungan yang negatif dan signifikan dengan academic burnout. Hasil analisis lanjutan menunjukkan bahwa kecuali trait extraversion, empat trait kepribadian lainnya memiliki kontribusi yang signifikan terhadap munculnya academic burnout pada siswa.

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This study aims to see the influence and contribution of personality traits on academic burnout in grade 12 public high school students in Jakarta, especially during the PJJ or Distance Learning period. Throughout its implementation PJJ has made learning less effective, thus affecting the social emotional state of students. Constraints and the workload during PJJ cause students to feel emotionally tired, incapable of completing assignments, and become indifferent towards their academic activities. In other words, students experience academic burnout. The study was conducted on 357 12th graders at SMAN in Jakarta. Academic burnout was measured using the Maslach Burnout Inventory - Student Survey (MBI-SS). Meanwhile, student personality is measured using IPIP-BFM-25. The results of the Pearson correlation calculation show that the five personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and intellect) have a negative and significant relationship with academic burnout. Further analysis show that except for extraversion, four other personality traits have a significant contribution to the emergence of academic burnout in students."