Self-Regulation Learning Relations and Student Perception to Social Support of Parents with Learning Motivation

Abstract

This research is done due to students’ low learning motivation. Self- regulated and student perception regarding parents’ social support are factors suspected influence students learning motivation. This research aims at describing and testing: (1) self-regulated learning, the student’ perception about their parents’ social support and learning motivation, (2) the correlation of self-regulated learning and their perception saperately toward the students’ learning motivation, and (3) the correalation of the students’ self-regulated learning and perception together toward their learning motivation. This research applied the correlational descriptive type of the quantitative method. The population of this research were 996 students of Senior High School 1 Sutera Pesisir Selatan. The sample were 283 students that were chosen by using proportional random sampling tecnique. The instrument of the research was the Likert scala model. were analysed by using the descriptive statistics as well as simple and multiple regressions. This discover reseach show: that the students’ self-regulated leaning was in the “good” category while their perception about their parents’ social supports was in the “positive” category and their learning motivation was in the “high” category. Second, there was a correlation of self-regulated learning and their perception separately toward the students’ learning motivation. Third, there was a correlation of the students’ self-regulated learning and perception together toward their learning motivation. Those result can be implied as a student-need analysis to design the guidance and counseling service program at the school.

Keywords

Self Regulated Learning, Perception Social Support, Learning Motivation

References

  1. Bahri, A., dan Corebima, A.D. 2015. “The Contribution of Learning Motivation and Metacognitive Skill on Cognitive Learning Outcome of Students within Different Learning Strategies”. Journal of Baltic Science Education. Vol. 14, No. 4: 487-500.
  2. Desmita. 2010. Psikologi Perkembangan Peserta Didik. Bandung: Remaja.
  3. Djaali. 2008. Psikologi Pendidikan. Jakarta: BumiAksara.
  4. Milss, Pajeres & Hereen. 2007. “Self-Efficacy of College Intermodiate French Students’ Relationship to Achiviement and Motivation.” Vol. 57:5, 417-442
  5. Ormrod, J. E. 2008. Educational Psychology. American: Pearson Education.
  6. Santrock, J. W. 2007. Perkembangan Anak. Terjemahan oleh Mila Rahmawati, Jakarta: Erlangga
  7. Sarafino, E. P. & Smith, T.W. 2011. Health Psychology: Biopsyhasocial interactions. Hobeken: Jhon Willey & Sons, Inc.
  8. Sugiharti, E. 2012. “Hubungan antara Motivasi Berprestasi dan Konsep Diri dengan Prestasi Belajar Akutansi Siswa di SMKN 1 Kadipaten Kabupaten Majalengka”. Tesis tidak diterbitkan. Cirebon: Prodi S2 Konsentrasi Psikologi Pendidikan Islam IAIN Syekh Nurjati.
  9. Slavin, R. E. 2006. Education Psychology: Theory and Practice. USA: Pearson Education, Inc.
  10. Walgito, B. 2003. Psikologi Sosial (SuatuPengantar). Yogyakarta: Andi Offset.
  11. Wicaksono, D. 2009. “Pengaruh Kepercayaan Diri, Motivasi Belajar Sebagai Akibat dari Latihan Bola Voli terhadap Prestasi Belajar Atlet di Sekolah.” Tesis tidak diterbitkan. Yogyakarta: Program Pascasarjana Universitas Negeri Yogyakarta.
  12. Winne, P.H, & Hadwin, A. F. 2010. “Learning and Cognition: Theoretical Perspektif Learning. Canada: Elsevier ltd.
  13. Winkel, W. S. 1983. Psikologi Pendidikan dan Evaluasi Belajar. Yogyakarta: Gramedia
  14. Uno, H.B. 2013. Teori Motivasi dan Pengukurannya Analisis di Bidang
  15. Pendidikan(Cetakan ke-10). Jakarta: Bumi Aksara.
  16. Zimmerman, B. J. 2015. Self-Regulated Learning: Theories, Measures, and Outcomes. Journal International Encyclopedia of the Social & Behavioral Sciences, 2nd edition. New York. Vol. 21: 541.

DOI : https://doi.org/10.32698/24241