Pelatihan Self-Regulated Learning Singkat: Apa Mungkin Efektif?
Abstract
Penelitian ini bertujuan untuk mengetahui efektifitas pelatihan self-regulated learning yang dilaksanakan dengan durasi yang singkat (90 menit). Penelitian quasi eksperimen ini menggunakan one-group pretest-posttest design dengan keterlibatan 9 siswa kelas VII SMP sebagai partisipan. Self-regulated learning siswa diukur pada tahap baseline (pretest), setelah intervensi (posttest), dan 3 bulan setelah intervensi (follow-up). Analisis data dengan ANOVA repeated measures satu arah menunjukkan bahwa ada perbedaan yang signifikan antara tiga waktu pengukuran SRL, F (2, 16) = 8.23, p = 0.003, ω² = 0.21. Skor SRL setelah pelatihan diberikan (M = 3.93, SD = 0.31) lebih tinggi dibandingkan sebelum pelatihan diberikan (M = 3.46, SD = 0.42). Pelatihan SRL yang singkat dapat meningkatkan self-regulated learning siswa dengan beberapa catatan yang perlu didiskusikan lebih lanjut.
This study examined the effectiveness of self-regulated learning training which is carried out in short duration (90 minutes). This quasi-experimental study used one-group pretest-posttest design that inlvolve seventh grade middle school students as participants. Students’ self-regulated learning was measured at the baseline (pre-test), after the intervention (post-test), and 3 months after the intervention (follow-up). Data analysis with one-way repeated measures ANOVA showed significant differences between three SRL time measurement, F (2, 16) = 8.23, p = 0.003, ω² = 0.21. SRL score at post-test (M = 3.93, SD = 0.31) higher than at pre-test (M = 3.46, SD = 0.42). Post hoc analysis with Bonferroni correction indicated that SRL increased following the intervention (posttest) with large effect size (d = -1.408, p = 0.009). SRL declined 3 months after posttest (d = 0.752, p = 0.162), yet insignificant. This brief SRL training can increase self-regulated learning with some points need to be discussed further.
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DOI: http://dx.doi.org/10.30872/psikoborneo.v9i4.6683
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