Keefektifan Structured Learning Approach untukMeningkatkan Self-Regulated LearningPada Siswa SMP di Balikpapan

RINGKASAN De Hambri, Oksa Kartika. 2019. Keefektifan Structured Learning Approach untuk Meningkatkan Self-Regulated Learning Pada Siswa SMP di Balikpapan. Tesis, Program Studi Bimbingan dan Konseling, Pascasarjana Universitas Negeri Malang. Pembimbing (I). Dr. Dany M. Handarini, M. A. (II) Dr. IM. Hambali, M.Pd Kata Kunci : structured learning approach, self-regulated learning, siswa SMP Keberhasilan akademik merupakan salah satu indikator yang penting untuk keberhasilan pendidikan pada suatu negara. Faktor untuk mencapai keberhasilan akademik peserta didik meliputi dua faktor, yaitu faktor kognitif dan faktor non-kognitif. Sering kali faktor kognitif lah yang menjadi fokus utama namun faktor non kognitif juga memiliki peran penting dalam membantu peserta didik meningkatkan pembelajaran akademik. Salah satu aspek kompetensi dan keterampilan yang relevan sebagai tuntutan dalam memasuki abad ke 21 dan era global ialah self-regulated learning. Perkembangan keterampilan self-regulated learning pada diri setiap peserta didik merupakan langkah yang strategis guna memfasilitasi perkembangan optimal peserta didik serta menyiapkan menjadi pribadi yang dapat berperan aktif pada abad ini. Pada usia remaja, peserta didik memiliki resiko untuk mengalami kehilangan motivasi, perhatian, dan pengaturan diri. Hal tersebut membuat remaja membutuhkan cara untuk mengatur strategi belajar, mempraktikkan dan menggunakan strategi mengingat, belajar keterampilan memperoleh informasi, merencanakan dan mengatur kehidupan di rumah dan sekolah. Untuk itu diperlukan bantuan khusus berupa layanan responsif dari bimbingan dan konseling berupa pelatihan structured learning approach untuk meningkatkan self-regulated learning pada peserta didik. Penelitian ini bertujuan untuk mengetahui keefektifan structured learning approach untuk meningkatkan self-regulated learning. Desain penelitian yang digunakan adalah within group interrupted time series design. Subjek penelitian adalah siswa kelas VII yang teridentifikasi memiliki tingkat self-regulated learning rendah berdasarkan analisis skala self-regulated learning. Subjek berjumlah 12 orang siswa yang ditetapkan melalui hasil pre-test yang dilakukan sebanyak 3 kali. Instrumen penelitian terdiri dari instrumen pengumpul data berupa skala self-regulated learning yang terdiri dari tiga pre-test dan tiga post-test dan instrumen bahan perlakuan berupa panduan structured learning approach. Analisis data yang digunakan dalam penelitian ini adalah Wilcoxon Match Pairs Test. Hasil penelitian menunjukkan bahwa structured learning approach efektif untuk meningkatkan self-regulated learning. Kesimpulan tersebut berdasarkan hasil analisis deskriptif dan hasil uji hipotesis yang telah dilakukan. Hasil analisis deskriptif menunjukkan rata-rata (mean) peringkat skor post-test lebih baik dari pre-test. Hasil uji hipotesis membuktikan bahwa ada perbedaan mean peringkat skor yang signifikan pada data pre-test dan post-test. Berdasarkan hasil dari penelitian yang telah dilakukan mengajukan saran bagi konselor dapat menggunakan structured learning approach pada layanan bimbingan dan konseling yang mana telah teruji efektif meningkatkan self-regulated learning dalam penelitian ini. Peneliti selanjutnya disarankan dapat memberikan instruction yang lebih menarik lagi agar peserta didik lebih termotivasi untuk mengikuti pelatihan dan dapat menggunakan metode penelitian lainnya dengan menggunakan desain penelitian kontrol grup guna mendapatkan hasil yang lebih maksimal. SUMMARY De Hambri, Oksa Kartika. 2019. Effectiveness of  Structured Learning Approach to Improved Self-Regulated Learning in Junior High School Students at Balikpapan. Thesis, Study Program of Guidance and Counseling, Postgraduate Program, State University of Malang. Adviser: (I). Dr. Dany M. Handarini, M. A. (II) Dr. IM. Hambali, M.Pd Keywords : structured learning approach, self-regulated learning, junior high school  students Academic success is one of the important indicators for the success of education in a country. Factors for achieving academic success of students include two factors, namely cognitive factors and non-cognitive factors. Often times cognitive factors are the main focus, but non cognitive factors and skills also have an important role in helping students improve academic learning. One aspect of competence and relevant skills as a demand in entering the 21st century and the global era is self-regulated learning. The development of self-regulated learning skills in each student is a strategic step to facilitate the optimal development of students and prepare to become a person who can play an active role in this century. At the age of adolescents, students have a risk of experiencing loss of motivation, attention, and self-regulation. This makes teenagers need ways to regulate learning strategies, practice and use remembering strategies, learn skills in obtaining information, plan and organize life at home and school. For this reason, special assistance is needed in the form of responsive services from guidance and counseling in the form of structured learning approaches to improve self-regulated learning among students. This study aims to determine the effectiveness of structured learning approaches to improved self-regulated learning. The research design used is within group interrupted time series design. The research subjects were the seventh grade students who were identified as having a low level of self-regulated learning based on a self-regulated learning scale analysis. Subjects numbered 12 students who were determined through the results of the pre-test conducted 3 times. The research instrument consisted of data collection instruments in the form of a self-regulated learning scale consisting of three pre-tests and three post-tests and treatment material instruments in the form of structured learning approach guidelines. The data analysis used in this study is the Wilcoxon Match Pairs Test. The results of the study show that structured learning approaches are effective for increasing self-regulated learning. The conclusion is based on the results of descriptive analysis and the results of hypothesis testing that has been done. The results of the descriptive analysis show that the average score of the post-test score is better than the pre-test. The hypothesis test results prove that there are significant differences in the ranking of scores that are significant in the pre-test and post-test data. Based on the results of the research that has been conducted, it is proposed that counselors can use structured learning approaches to counseling and guidance services which have been proven to be effective in increasing self-regulated learning in this research. The next researcher is advised to be able to provide more interesting instruction so that students are more interested and can use other research methods by using group control research designs to get maximum results. 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