Analisis Model Pengaruh Goal Orientation, General Self-Efficacy Dan Jenis Kelamin Terhadap Self-Regulated Learning Dalam Pembelajaran Jarak Jauh

Abstract

Since COVID-19's entry into Indonesia in early March, 2020, the government has determined all educational institutions to carry out learning activities using the Distance Education method. The method changes are so fast that students as students who use this method do not have much time to adjust and meet various obstacles. This study aims to see how self-efficacy and goal orientation influences students self-regulated learning while carrying out distance education. This study also wants to look at differences in self-regulated learning between male and female students. This research uses quantitative methods. Respondents in this study were 319 students at a university in Jakarta who were carrying out learning activities with distance education methods. The instrument used is General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), and Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). The validity of the measuring instrument was carried out using the Confirmatory Factor Analysis (CFA) method and hypothesis testing using path analysis processed through Mplus software version 7.11. The results of the path analysis test found that the model tested fit with the chi-square index = 2.39, df = 1, p-value = 0.25> 0.05), and RMSEA = 0.067. The final results of the study showed that self-efficacy, goal orientation, and gender had an effect of 19.7% on student self-regulated learning. Sejak masuknya COVID-19 ke Indonesia awal Maret tahun 2020, pemerintah menetapkan seluruh institusi pendidikan untuk melaksanakan kegiatan belajar dengan metode Pembelajaran Jarak Jauh (PJJ). Perubahan metode yang begitu cepat menyebabkan mahasiswa sebagai peserta didik yang menggunakan metode ini tidak memiliki banyak waktu untuk menyesuaikan diri dan menemui berbagai kendala. Penelitian ini bertujuan untuk melihat bagaimana pengaruh keyakinan diri (self-efficacy) dan penetapan tujuan belajar (goal orientation) terhadap strategi regulasi dan pengelolaan aktivitas belajar (self-regulated learning) pada mahasiswa dengan metode PJJ. Penelitian ini juga ingin melihat self-regulated learning pada mahasiswa laki-laki dan perempuan. Penelitian ini menggunakan metode kuantitatif. Responden dalam penelitian ini adalah 319 mahasiswa disalah satu universitas di Jakarta yang sedang melaksanakan kegiatan belajar dengan metode PJJ. Alat ukur yang digunakan yaitu General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), 2x2 Achievement Goal Orientation Framework (Elliot & McGregor, 2001), dan Metacognitive Self-Regulation dalam Motivated Strategies Learning Questionaire (MSLQ). Validitas alat ukur dilakukan dengan metode Confirmatory Factor Analysis (CFA) dan pengujian hipotesis menggunakan Path Analysis yang diolah melalui software Mplus versi 7.11. Hasil uji Path Analysis diketehui model yang diuji fit dengan indeks chi-square=2,39, df=1, p-value=0,25 >0,05), dan RMSEA=0,067. Hasil akhir penelitian menunjukkan self-efficacy, goal orientation, dan jenis kelamin memberikan pengaruh sebesar 19,7% terhadap self-regulated learning pada mahasiswa.

Goal Orientation & Metacognitive Self-Regulation Students on Discourse Learning

“…The adoption of GO performance, both approach and avoidance in this research sample, seems to be influenced by the learning situation at hand. In line with the results of preliminary studies from this research, the condition of PJJ, which is still a new thing for students, has an impact on reducing self-confidence in their ability to understand lecture material and having anxiety about the final results of their academic achievements (Neroni et al, 2018;Yudhistira et al, 2020). Self-confidence and GO are motivational variables that play an essential role in SRL and academic achievement (Honicke et al, 2020).…”

“…Various studies have found that students experience many challenges and obstacles during distance learning (Sadikin & Hamidah, 2020;Simanjuntak et al, 2020). A preliminary study conducted by researchers related to obstacles during lectures with PJJ to 144 students at one of the universities in Jakarta revealed several obstacles related to the learning process and technical obstacles such as learning devices and internet networks (Yudhistira et al, 2020). Some of the problems identified were unfavorable housing conditions, such as a crowded and noisy home environment.…”

Pengaruh Efikasi Diri terhadap Self-Regulated Learning

“…Faktor motivasi memberikan pengaruh sebesar 0,6% -2,4% terhadap self-regulated learning (Chaerani, 2017); (Prastiwi, 2021) dan faktor orientasi tujuan memberikan sumbangsih sebesar 4,9% -24,9% terhadap self-regulated learning (Deasyanti, D., & Yudhistira, 2021); (Yudhistira, S., Deasyanti, D., & Muzdalifah, 2020) . Oleh karena itu, dapat disimpulkan bahwa faktor efikasi diri yang memberikan pengaruh lebih besar terhadap self-regulated learning bila dibandingkan dengan faktor lainnya.…”

Manajemen Waktu Belajar Mahasiswa Selama Pembelajaran Jarak Jauh

“…Penelitian yang dilakukan oleh Yudhistira, et al (2020) menunjukkan bahwa setidaknya terdapat 5 (lima) kendala yang dihadapi oleh mahasiswa selama melaksanakan Pembelajaran Jarak Jauh (PJJ), diantaranya ialah: 1) kendala Jaringan, 2) kendala Iklim rumah/tempat tinggal, 3) Penggunaan laptop atau peralatan lainnya yang berlebihan, 4) tugas yang lebih banyak dari biasanya, dan 5) menurunnya motivasi belajar dan terjadi kejenuhan. Hal ini menunjukkan bahwa terdapat banyak kendala baru yang dihadapi mahasiswa selama melaksanakan pendididkan dengan metode PJJ.…”