Kontribusi Parental Beliefs dan Self-Regulated Learning terhadap Pemahaman Bacaan Siswa SMP di Bali

Abstract

The research examined the contribution of parental beliefs and students’ self-regulated learning simultaneously toward students’ reading comprehension of junior high school in Bali. The separate examination has also been carried out namely the contribution of Balinese parental beliefs on students' reading comprehension and the contribution of students’ self-regulated learning on reading comprehension. The sample of this research consisted of 71 junior high school students and Balinese parents living in Kabupaten Karangasem, Bali. This research sample was obtained using the nonprobability sampling method through convenience sampling technique. The research used questionnaires taken from Reading Comprehension Measuring Tools in order to measure students' reading comprehension, The Parental Beliefs Questionnaire to measure parents' beliefs and Motivated Strategies for Learning. The research data were analyzed using multiple regression analysis and simple regression analysis conducted using SPSS 23 and qualitative analysis. The results showed that parental beliefs and students' self-regulated learning simultaneously influenced students’ reading comprehension in Bali. Students’ self-regulated learning also had a significantly positive effect on reading comprehension. However, Balinese’s parental beliefs did not directly contribute to reading comprehension.

Psychological distress: The role of self-regulated learning in online learning during the COVID-19 pandemic

“…The adaptation of students supports the assertion that self-regulated learning is one of the key predictors of students' success in learning (Fasikhah & Fatimah, 2013;Kristiyani, 2016;Latipah, 2010;Sutikno, 2016), particularly in online learning that demands students' autonomy (Barnard et al, 2009). Self-regulated learning allows students to identify their direction for learning, understand their talents and interests through the learning materials, make the learning more interesting, challenging, and fun, and avoid uncertainty, confusion, and disappointment (Latipah, 2010;Nadhif & Rohmatika, 2020).…”

“…In addition to these external factors, internal factors could trigger stress in learning, including self-efficacy, hardiness, optimism, achievement motivation, procrastination, and personality types (Sutjiato et al, 2015;Yusuf & Yusuf, 2020). Several studies suggested that students' success in the education process is determined, such as self-regulated learning (Fasikhah & Fatimah, 2013;Kristiyani, 2016;Latipah, 2010;Sutikno, 2016). Self-regulated learning is the main determining factor for success in online learning, wherein independence is the main trait demanded by online learning (Barnard et al, 2009).…”

Transformasi Guru Mengungkap Perkembangan Metakognitif Positif dalam Berbicara Anak Pada Kelas II Sekolah Dasar

“…Manfaat kedua menurut Kristiyani, T (2020), yaitu penelitian ini dapat memberikan pemahaman tentang faktor-faktor yang mempengaruhi perkembangan metacognitive positif pada anak-anak SD. Informasi ini dapat digunakan untuk mengidentifikasi faktor-faktor yang menghambat atau mendorong perkembangan metacognitive positif dan membantu dalam merancang intervensi yang tepat.…”

Pengaruh Komunikasi Guru terhadap Minat Belajar Matematika di Sekolah Dasar

“…Penelitian ini menunjukkan bahwa minat belajar peserta didik tidak hanya dipengaruhi oleh komunikasi guru, tetapi juga oleh faktor-faktor lain. Teori belajar menyatakan bahwa minat belajar dipengaruhi oleh beberapa faktor, di antaranya motivasi internal, persepsi atas kemampuan diri, situasi sosial dan lingkungan, dan komunikasi dari guru [8]. Ketika peserta didik beranjak ke tingkatan yang lebih tinggi, mereka mulai mengalami perubahan dalam hal motivasi dan persepsi atas kemampuan diri [9].…”