Self-regulated learning sebagai mediator keterlibatan orang tua dan prestasi akademik siswa SMA
Abstract
Abstract
Academic achievement is an important indicator of academic success. This study aims to analyze the effect of self-regulated learning in mediating the effect of parental involvement on academic achievement. Data collection for participants in this study (n = 206) was carried out using the convenience sampling technique. The validity of the items in the instrument was tested with the content validity index (CVI) and the reliability test used an internal consistency approach. The results of testing the validity of the parental involvement scale showed that the V Aiken coefficient ranged from 0.604-0.964 and Cronbach's alpha coefficient was 0.816, while the Motivated Strategy for Learning Questionnaire scale obtained the V Aiken coefficient between 0.821-0.928 with a Cronbach alpha coefficient value of 0.765 which met the validity and reliability requirements. Data analysis was performed using Structure Equation Modeling (SEM). Based on the research results that self-regulated learning mediates the effect of parental involvement on high school student academic achievement. The implication of this research is the importance of parental assistance in developing students' skills in planning and managing learning activities, not only on student achievement in academics.
Keywords: academic achievement; high school students; parental involvement; self-regulated learning.
Abstrak
Prestasi akademik menjadi salah satu indikator penting dalam keberhasilan pendidikan. Penelitian ini bertujuan untuk menganalisis peran self-regulated learning dalam memediasi pengaruh keterlibatan orang tua terhadap prestasi akademik siswa. Sebanyak 206 orang siswa SMA berpartisipasi dalam penelitian ini. Pengambilan sampel dilakukan dengan menggunakan teknik convenience sampling. Validitas butir pernyataan dalam instrumen diuji dengan content validity index (CVI) dan uji reliabilitas menggunakan pendekatan konsistensi internal. Hasil pengujian validitas skala keterlibatan orang tua menunjukkan koefisien V Aiken berkisar 0,604-0,964 dan koefisien alfa Cronbach sebesar 0,816, sedangkan skala Motivated Strategy for Learning Questionnaire diperoleh koefisien V Aiken antara 0,821-0,928 dengan nilai koefisien alfa Cronbach sebesar 0,765 yang memenuhi persyaratan validitas dan reliabilitas. Data dianalisis dengan structure equation modelling (SEM). Hasil penelitian menunjukkan bahwa self-regulated learning memediasi pengaruh keterlibatan orang tua terhadap prestasi akademik siswa SMA. Implikasi dari penelitian ini adalah pendampingan orang tua pada siswa difokuskan pada upaya mengembangkan keterampilan siswa dalam merencanakan dan mengelola kegiatan belajar, bukan hanya pada capaian akademik siswanya.
Kata kunci: keterlibatan orang tua; prestasi akademik; self-regulated learning; siswa SMADownloads
References
Abd-El-Fattah, S. M. (2006). Effects of family background and parental involvement on egyptian adolescents’ academic achievement and school disengagement: A structural equation modelling analysis. Social Psychology of Education, 9(2), 139–157. https://doi.org/10.1007/s11218-006-0009-1
Barnard Brak, L., Paton, V. . ., & Lan, W. Y. (2010). Self?regulation across ti me of first?generation online learners. ALT-J Research in Learning Technology, 18(1), 61–70.
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2015.01.002
Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child Development, 82(3), 932–950. https://doi.org/10.1111/j.1467-8624.2011.01582.x
Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016
Doranangtiyasko, A. (2016). Peran keterlibatan orang tua dan regulasi diri dalam belajar terhadap prokrastinasi akademik siswa. (tesis tidak diterbitkan). Program Magister Psikologi Sekolah Pascasarjana Universitas Muhammadiyah Surakarta, Surakarta
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
Fane, A., & Sugito, S. (2019). Pengaruh keterlibatan orang tua, perilaku guru, dan motivasi belajar terhadap prestasi belajar matematika siswa. Jurnal Riset Pendidikan Matematika, 6(1), 53–61. https://doi.org/10.21831/jrpm.v6i1.15246
Farooq, M. ., & Asim, I. (2020). Parental involvement as predictor for self-regulated learning and academic achievement of students at secondary school level. Journal of Educational Sciences & Research, 7(1), 14–32.
Fasikhah, S. S., & Fatimah, S. (2013). Self-regulated learning (SRL) dalam meningkatkan prestasi akademik pada mahasiswa. Jurnal Ilmiah Psikologi Terapan, 01(01), 145–155.
Gerintya, S. (2019). Kualitas Pendidikan dan Riset Indonesia Rendah, Inovasi Tersendat. Retrieved from https://tirto.id/kualitas-pendidikan-dan-riset-indonesia-rendah-inovasi-tersendat-ecWM. tanggal 10 September 2021.
Grijalva-Quiñonez, C. S., Valdés-Cuervo, A. A., Parra-Pérez, L. G., & García Vázquez, F. I. (2020). Parental involvement in mexican elementary students’ homework: Its relation with academic self-efficacy, self-regulated learning, and academic achievement. Psicologia Educativa, 26(2), 129–136.
Hakyemez, S. (2015). Turkish early childhood educators on parental involvement. European Educational Research Journal, 14(1), 100–112. https://doi.org/10.1177/1474904114565152
Hong, E., Peng, Y., & Rowell, L. L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19(2), 269–276. https://doi.org/10.1016/j.lindif.2008.11.009
Kristiyani, T. (2016). Keterlibatan orang tua dalam pendidikan dan komitmen siswa terhadap sekolah: Studi meta-analisis. Buletin Psikologi, 21(1), 31. https://doi.org/10.22146/bpsi.9844
Latipah, E. (2010). Strategi self-regulated learning dan prestasi belajar. Jurnal Psikologi, 37(1), 110–129.
Lau, E. Y. H. (2016). A mixed-methods study of paternal involvement in Hong Kong. British Educational Research Journal, 42(6), 1023–1040. https://doi.org/10.1002/berj.3248
Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review. https://doi.org/10.1007/s10648-015-9351-1
Mahmudi, A., Sulianto, J., & Listyarini, I. (2020). Hubungan perhatian orang tua terhadap hasil belajar kognitif siswa. Jurnal Pedagogi Dan Pembelajaran, 3(1), 122. https://doi.org/10.23887/jp2.v3i1.24435
Mehri, A., & Moharamzadeh, M. (2015). Comparison of the performance and self-concept of physical education in two systems of face and distance education, sport management. Sport Management, 11(7), 11–14.
Misksic, M. (2015). Parent involvement: Theory, practice, and head start the role of sosial capital. Retrieved from http://ciep.hunter.cuny.edu/wpcontent/uploads/2014/03/Parent -involvement final.pdf
Pintrich, P. R. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor. Michigan, 48109(August 2016), 1259. https://doi.org/ED338122
PISA. (2018). Peringkat Pendidikan Indonesia di Bawah Malaysia dan Brunei, China yang Terbaik di Dunia. Retrieved from https://www.bbc.com/indonesia/majalah-50648395. tanggal 12 September 2021.
Saleh, M. (2014). Pengaruh motivasi, faktor keluarga, lingkungan kampus dan aktif berorganisasi terhadap prestasi akademik. Phenomenon, 4, 109–141. Retrieved from http://journal.walisongo.ac.id/index.php/Phenomenon/article/viewFile/122/103
Setiono, K. (2011). Psikologi keluarga. Bandung: PT. Alumni.
Supriyati. (2018). Peran orang tua dan regulasi diri terhadap hasil belajar siswa MI Sultan Agung Sleman. Jurnal Pendidikan Madrasah, 3(November), 393–411.
Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010a). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention and Intervention in the Community, 38(3), 183–197. https://doi.org/10.1080/10852352.2010.486297
Tridhonanto, A. (2014). Mengembangkan pola asuh demokratis. Jakarta: PT Elex Media Komputindo.
Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719-751. DOI: 10.1177/0011000006286345
Xu, M., Benson, S. N. K., Mudrey-Camino, R., & Steiner, R. P. (2010). The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database. Social Psychology of Education, 13(2), 237–269. https://doi.org/10.1007/s11218-009-9104-4
Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s out, but class’ on’, the largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3555520
Zimmerman, B. J., & Schunk, D. H. (Eds). (2011). Handbook of self-regulation of learning and performance: Educational psychology handbook series. New York: Routledge.
The author who will publish the manuscript at Persona: Jurnal Psikologi Indonesia, agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, pre-prints sites or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater dissemination of published work