PENGARUH SELF-REGULATED LEARNING TERHADAP STRES AKADEMIK PADA SISWA SEKOLAH MENENGAH ATAS DALAM PEMBELAJARAN JARAK JAUH
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Institusion
Universitas Negeri Jakarta
Author
FANNI AULYA, .
Subject
Psikologi Pendidikan
Datestamp
2020-09-08 11:45:11
Abstract :
Penelitian ini bertujuan untuk mengetahui pengaruh self-regulated learning terhadap stres akademik pada siswa sekolah menengah atas dalam pembelajaran jarak jauh. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan alat ukur Academic Stress Scale (ASS) untuk mengukur stres akademik dan Motivated Strategies for Learning Questionnaire (MSLQ) untuk mengukur self-regulated learning. Teknik sampling yang digunakan berupa non-probability sampling dengan jumlah responden yang terlibat sebanyak 254 siswa. Hasil penelitian menunjukkan bahwa nilai p > 0.05 yang berarti bahwa terdapat pengaruh yang signifikan antara self-regulated learning terhadap stres akademik pada siswa sekolah menengah atas dalam pembelajaran jarak jauh. Selain itu variabel self-regulated learning mempunyai pengaruh yang negatif signifikan terhadap variabel stres akademik yaitu sebesar 7,9%. This study aims to determine the effect of self-regulated learning on academic stress in high school students in distance learning. This study uses a quantitative approach by using the Academic Stress Scale (ASS) to measure academic stress and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure self-regulated learning. The Sampling technique used non-probability samping with the number of respondents involved was 254 students. The results showed that a value of p > 0.05 which means that there is a significant effect between self-regulated learning on academic stress in high school students in distance learning. In addition, the self-regulated learning variable has significant negative effect on the academic stress variable, which is 7,9%.
Penelitian ini bertujuan untuk mengetahui pengaruh self-regulated learning terhadap stres akademik pada siswa sekolah menengah atas dalam pembelajaran jarak jauh. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan alat ukur Academic Stress Scale (ASS) untuk mengukur stres akademik dan Motivated Strategies for Learning Questionnaire (MSLQ) untuk mengukur self-regulated learning. Teknik sampling yang digunakan berupa non-probability sampling dengan jumlah responden yang terlibat sebanyak 254 siswa. Hasil penelitian menunjukkan bahwa nilai p > 0.05 yang berarti bahwa terdapat pengaruh yang signifikan antara self-regulated learning terhadap stres akademik pada siswa sekolah menengah atas dalam pembelajaran jarak jauh. Selain itu variabel self-regulated learning mempunyai pengaruh yang negatif signifikan terhadap variabel stres akademik yaitu sebesar 7,9%. This study aims to determine the effect of self-regulated learning on academic stress in high school students in distance learning. This study uses a quantitative approach by using the Academic Stress Scale (ASS) to measure academic stress and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure self-regulated learning. The Sampling technique used non-probability samping with the number of respondents involved was 254 students. The results showed that a value of p > 0.05 which means that there is a significant effect between self-regulated learning on academic stress in high school students in distance learning. In addition, the self-regulated learning variable has significant negative effect on the academic stress variable, which is 7,9%.
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