PENGARUH SELF DISCIPLINE TERHADAP HASIL BELAJAR EKONOMI DENGAN SELF REGULATED LEARNING SEBAGAI VARIABEL MEDIATOR
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Apr 24, 2021
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Abstract
Penelitian ini dibuat dengana maksuduntuk menganalisis pengaruh self discipline terhadap hasil belajar ekonomi dengan self regulated learning sebagai variabel mediator. Penelitian ini berjenis eksplanasi dengan metode expost facto. Populasinya ialah siswa kelas XI IPS SMAN 1 Sidoarjo dengan jumlah 114 siswa, 30 siswa dipergunakan untuk sampel dan diambil melalui Proportional Random Sampling. Teknik analisis data menggunakan path analysis dengan menggunakan WarpPLS. Hasil penelitian membuktikan bahwa self discipline berpengaruh signifikan dan positif terhadap self regulated learning, self discipline berpengaruh signifikan dan positif terhadap hasil belajar ekonomi, self regulated learning berpengaruh positif terhadap hasil belajar ekonomi, self regulated learning mampu memediasi self discipline terhadap hasil belajar ekonomi pada peserta didik kelas XI IPS SMAN 1 Sidoarjo.
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[1]
S. Faidah and M. Rafsanjani, “PENGARUH SELF DISCIPLINE TERHADAP HASIL BELAJAR EKONOMI DENGAN SELF REGULATED LEARNING SEBAGAI VARIABEL MEDIATOR”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 2, pp. 114-119, Apr. 2021.
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References
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Woolfolk. (2008). Educational Psychology. Active Learning Edition Tenth Edition. Boston: Allyn & Bacon.
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Zimmerman, Barry J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17.
Aryani, Tanisa, & Hasyim, M. (2018). Pengaruh Kecemasan Matematis, Problem Stress Matematika, dan Self Regulated Learning Terhadap Hasil Belajar Matematika Siswa. Jurnal Pendidikan Matematika FKIP, 7(2), 243–252.
Chung, M. K. (2000). The Development of Self-Regulated Learning. The Institute of Asia Pasific Education Development, 1(1), 55–56.
Cobb, R. J. (2003). The Relationship Between Self-Regulated Learning Behaviors and Academic Performance in Web-Based Courses. 54(2), 1–124.
Duckworth, Angela Lee, & Seligman, M. E. P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16(12), 939–944.
Duckworth, Angela Lee, Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. (2011). Self-Regulation Strategies Improve Self-Discipline in Adolescents: Benefits of Mental Contrasting and Implementation Intentions. Educational Psychology, 31(1), 17–26.
Fasikhah, S. S., & Fatimah, S. (2013). Self-Regulated Learning (SRL) Dalam Meningkatkan Prestasi Akademik Pada Mahasiswa. Jurnal Ilmiah Psikologi Terapan, 01(01), 145–155.
Glynn, S. M., Aultman, L. P., & Owens, A. M. (2005). Motivation To Learn in General Education Programs. The Journals of General of Education, 54(2), 150‐170.
Hong, E., & O’Neil, H. F. (2001). Construct Validation of a Trait Self-Regulation Model. International Journal of Psychology, 36(3), 186–194.
Jung, K. R., Zhou, A. Q., & Lee, R. M. (2017). Self-Efficacy, Self-Discipline and Academic Performance: Testing a Context-Specific Mediation Model. Learning and Individual Differences, 60, 33–39.
Latipah, E. (2015). Strategi Self Regulated Learning dan Prestasi Belajar: Kajian Meta Analisis. Jurnal Psikologi, 37(1), 110 – 129–129.
Mahajan, M., & Singh, K. S. (2017). Importance and Benefits of Learning Outcomes. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 22(3), 65–67.
Mendezabal, M. J. N. (2013). Study Habits and Attitudes: The Road to Academic Success. International Journal of Applied Research and Studies (IJARS), 2(4).
Mulyasa, E. (2009). Menjadi Guru Profesional. Bandung: Remaja Rosdakarya.
Pianyta, Anies. (2017). Pengaruh Kedisiplinan dan Task Commitment terhadap Prestasi Belajar Matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 2(1), 80–92.
Sanjaya, W. (2005). Pembelajaran dalam Impementasi Kurikulum Berbasis Kompetensi. Jakarta: Kencana Prenada Media.
Slameto. (2003). Belajar dan Faktor-faktor Yang Mempengaruhinya. Jakarta: Rineka Cipta.
Steffens, Karl. (2006). Self-Regulated Learning in Technology-Enhanced Learning Environments: Lessons of a European Peer. European Journal of Education, 41((3/4)), 353–379.
Woolfolk. (2008). Educational Psychology. Active Learning Edition Tenth Edition. Boston: Allyn & Bacon.
Zhao, R., & Kuo, Y. L. (2015). The Role of Self-discipline in Predicting Achievement for 10th Graders. InternatIonal Journal of IntellIgent TechnologIes and ApplIed StatIstIcs, 8(1), 61–70.
Zimmerman, Barry J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17.