Pengaturan Diri dalam Belajar (Self Regulated Learning) Mahasiswa Ditinjau dari Strategi Experiential Learning dan Jenis Kelamin
DOI:
https://doi.org/10.14421/al-bidayah.v4i2.9018Keywords:
Experiential Learning Strategy, Sex, Selfregulated LearningAbstract
Penelitian ini bertujuan untuk menguji korelasi antara strategi pembelajaran eksperiensial (experiential learning) dengan pengaturan diri dalam belajar (self regulated learning) dan jenis kelamin. Hipotesis yang diuji adalah: (a) ada korelasi antara strategi experiential learning dengan belajar berdasar regulasi diri, (b) ada perbedaan pengaturan diri dalam belajar antara mahasiswa laki-laki dan mahasiswa perempuan.
Subjek dari penelitian ini adalah 140 mahasiswa Pendidikan Guru Madrasah lbtidaiyah Fakultas Tarbiyah dan Keguruan UIN Sunan Kalijaga, Yogyakarta. Dua instrumen digunakan dalam penelitian ini untuk mengumpulkan data, yaitu skala pengaturan diri dalam belajar dan modul strategi pembelajaran eksperiensial.
Teknik analisis product moment dan uji-t digunakan untuk menganalisis data. Hasilnya menunjukkan bahwa (a) ada korelasi positif dan sangat signifikan antara strategi pembelajaran eksperiensial dan pengaturan diri dalam belajar (r = 0,282, p = 0, 000) (b) ada perbedaan yang sangat signifikan antara pengaturan diri dalam belajar laki-laki dan perempuan (rerata perempuan 111,33 dan rerata laki-laki = 105,29, r = 0,000).
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