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HUBUNGAN SELF REGULATED LEARNING DENGAN KECEMASAN AKADEMIS PADA SISWA KELAS 3 SMA NEGERI 1 KABANJAHE
Dewi sitepu dan Rr. Lita Hadiati Wulandari, M.Pd, Psikolog
ABSTRAK
Self regulated learning adalah proses yang dilakukan individu untuk mengaktifkan pikiran, perilaku, serta perasaannya secara sistematis yang berorientasi pada pencapaian suatu tujuan belajar. Self-efficacy, motivasi dan tujuan merupakan beberapa faktor yang mempengaruhi self regulated learning. Interaksi antara berbagai faktor ini dapat menyebabkan munculnya kecemasan akademis. Kecemasan akademis adalah suatu dorongan pikiran dan perasaan yang membuat individu merasa takut, tegang, serta khawatir terhadap ancaman dimasa mendatang yang menganggu aktivitas akademis. Penelitian ini bersifat korelasional yang bertujuan untuk mengetahui hubungan self regulated learning dangan kecemasan akademis pada siswa kelas 3 SMA negeri 1 Kabanjahe. Metode pengambilan sampel yang digunakan adalah proportional random sampling dengan subjek 161 orang. Penelitian ini menggunakan dua buah skala sebagai alat ukur yaitu Skala self regulated learning yang disusun berdasarkan teori Zimmerman dan Martinez-Pons (Boerkarts, Pintrich, & Zeidner, 2000) dan Skala kecemasan akademis yang disusun berdasarkan teori Otten (1991). Nilai reliabilitas Skala self regulated learning 0.926 dan skala kecemasan akademis 0.918. Berdasarkan hasil analisa ditemukan bahwa ada hubungan antara self regulated learning dengan kecemasan akademis pada siswa kelas 3 SMA Negeri 1 Kabanjahe (r = 0.985 dengan ρ < 0.05).
Kata kunci: self regulated learning, kecemasan akademis, siswa kelas 3 SMA Negeri 1 Kabanjahe
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RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND ACADEMIC ANXIETY ON 3rd GRADERS OF STATE HIGH SCHOOL 1
KABANJAHE
Dewi sitepu dan Rr. Lita Hadiati Wulandari, M.Pd, Psikolog
ABSTRACT
Self-regulated learning is the process by individuals to activate thoughts, behaviors, and feelings are systematically oriented to the achievement of learning objectives. Self-efficacy, motivation and goals are some of the factors that influence self-regulated learning. The interaction between these factors can lead to academic anxiety. Academic anxiety is an impulse of thoughts and feelings that make individuals feel fearful, tense, and worried about future threats that disrupt academic activity. This research was a correlational study which is aimed to correlated self regulated learning with academic anxiety on 3rd graders of state high school 1 Kabanjahe. The sampling method was used is proportional random sampling with a sample size of 161 students. The study used two scales as measurement, Self regulated learning Scale which is based on the theory of Zimmerman and Martinez-Pons (Boerkarts, Pintrich, & Zeidner, 2000) and Academic anxiety Scale which is based on the theory of Otten (1991). The reliability of Self regulated learning Scale was 0.926 and Academic anxiety Scale was 0.918. Based on the analysis found that there was a relationship between self regulated learning and academic anxiety on 3rd graders of state high school 1 Kabanjahe ((r = 0.985 with ρ < 0.05).
Keyword: self regulated learning, academic anxiety, 3rd graders of state high school 1 Kabanjahe
