Krishervina R. Lidiawati


Abstract — This study examined the role of ‘SMART’ strategy in enhancing the Self-Regulation Learning (SRL) of Junior High School (SMP) students whose scores were under the school’s passing grade (KKM). Self-regulated learning (SRL) is a process in which a learner activates his thought (cognition), feeling (affection), and behavior and which is expected to help students achieve learning objectives systematically (Zimmerman & Schunk, 2001). SMART (Specific, Measureable, Attention, Realistic, and Time) is a strategy in a SRL process. There were 10 students who participated in this study; 6 males and 4 females. This study used quantitative action research which consisted of two cycles in each of which the researcher measured and evaluated the findings. Using the different paired sample t-test, the result of the first cycle showed that there was no significant change in the participants’ self-regulation (t = 1.476, p > .05). In the second cycle, it was also shown that there was no significant change of SRL score in post-test 1 and post-test 2 (t = 0.152, p > .05).


Abstrak — Penelitian ini mengkaji peran pelatihan strategi ‘SMART’ dalam meningkatkan Self-regulated learning (SRL) pada siswa SMP yang memiliki nilai di bawah Kriteria Ketuntasan Minimal (KKM). Self-regulated learning (SRL) adalah suatu proses di mana seorang peserta didik mengaktifkan pikirannya (cognition), perasaannya (affect), dan perilaku (behavior) secara sistematis yang berorientasi pada pencapaian tujuan pembelajaran (Zimmerman & Schunk, 2001). SMART (Specific, Measurable, Action, Realistic, dan Time) merupakan strategi dalam pembentukan SRL. Jumlah partisipan dalam penelitian ini adalah 10 orang yang terdiri dari 6 laki-laki dan 4 perempuan. Penelitian ini menggunakan metode kuantitatif action research. Penelitian ini terdiri dua siklus, pada masing-masing siklus dilakukan pengukuran untuk mengevaluasi hasil penelitian. Hasil penelitian pada siklus pertama dengan uji beda paired sample t-test menunjukkan tidak adanya perubahan regulasi diri yang signifikan pada partisipan (t = 1.476, p > .05). Pada siklus kedua juga menunjukkan tidak adanya perubahan skor SRL secara signifikan pada post-test 1 dan post-test 2 (t = 0.152, p > .05).


Self-regulated learning; social cognitive theory; adolescence; Self-regulated learning; teori kognitif sosial; remaja

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