Penelitian ini bertujuan untuk meningkatkan motivasi berprestasi pada mahasiswa non reguler melalui SelfRegulation Empowerment Program (SREP). Subyek penelitian ini adalah 16 mahasiswa non reguler dari Jurusan X, Universitas X yang sedang menempuh jenjang semester 3. Subyek terbagi dalam dua kelompok yakni 8 mahasiswa pada kelompok eksperimen dan 8 mahasiswa lainnya pada kelompok kontrol dengan jumlah 6 perempuan dan 2 laki-laki pada masing-masing kelompok. Desain pada penelitian ini yakni kuasi eksperimen dengan desain pre-test-post-test non equivalent control group. Instrumen pengumpulan data yang digunakan pada penelitian ini menggunakan alat ukur motivasi berprestasi yang dikembangkan berdasarkan teori McClellandmengenai ciri-ciri individu yang mempunyai motivasi berprestasi. Teknik analisis data menggunakan perhitungan uji beda 2 kelompok dengan kriteria statistik non parametrik yakni Mann-Whitney. Perhitungan dilakukan dengan membandingkan hasil data post-test motivasi berprestasi kelompok kontrol dan eksperimen. Berdasarkan perhitungan uji beda, didapatkan skor sig (2-tailed) sebesar 0,027 < 0,05. Hal ini menjelaskan bahwa Ha diterima dan Ho ditolak artinya intervensi Self-Regulation Empowerment Program dapat meningkatkan motivasi berprestasi mahasiswa non reguler Jurusan X, Universitas X.
This research aims to provide a description regarding the implementation of Self-Regulated Learning on students at the University of X. This research was organized with quantitative methods with types of descriptive. Sampling method on this research using the technique of convenience with the number of participants of 110 students of University consist of 48 males and 62 females. Measurement of Self-Regulated Learning conducted using questionnaires which done by researchers based on 3 phases of Self-Regulated Learning, which are: (1) Forethought, (2) Performance and (3) Self-reflection. The result of this research showed that applying on the first phases which is the stage of Forethought relatively low with the gain of score of 2.62 compared to an average score of 2.82. However, the second phases, which is the stage of performance relatively high with the gain of score above average which is 2.90. the implementation of the third phases which the self-reflection quite high with the score of 2.94. On the research also found the relationship between Grade Point Average (GPA) and the implementation of the 3 phases of Self-Regulated Learning, which is the higher GPA score earned by students, the more optimal the implementation of 3 cycles of Self-Regulated Learning.
This study aims to see the correlation between self-regulated learning and goal orientation among students of the humanities faculty of University X in the pandemic era. The study used correlational quantitative methods with 70 participants who were given two measuring scales in the form of a google form questionnaire. The first measuring scale uses a scale compiled by Budi Sulaeman as a BINUS Psychology lecturer based on the self- regulation cycle proposed by Zimmerman (in Susetyo & Kumara, 2012) to measure self-regulated learning and a measuring scale modified by Rono J (2012) based on goal orientation theory. to measure goal orientation. Using pearson correlation analysis, show that self-regulated learning has a positive and significantly correlation with goal orientation (r = 0.730, p < .001), so Ha is accepted and H0 is rejected.
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