Pengaruh Self-Regulated Learning terhadap Hasil Belajar Geografi dengan Observasi Sebaya sebagai Moderator
DOI:
https://doi.org/10.23969/jp.v11i02.45509Keywords:
self-regulated learning, learning outcomes, peer observationAbstract
This study is motivated by the suboptimal level of students' self-regulated learning
(SRL), which affects geography learning outcomes. The purpose of this study is to
analyze the effect of self-regulated learning on geography learning outcomes and
to examine whether peer observation acts as a moderating variable. This study uses
a quantitative method with a causal approach and a non-experimental design. The
sample consists of 30 tenth-grade students of MAN 1 Kampar selected using
purposive sampling. Data were collected through SRL questionnaires, geography
learning outcome tests, and peer observation sheets. Data analysis was conducted
using simple linear regression and moderated regression analysis. The results show
that self-regulated learning affects students' geography learning outcomes.
However, peer observation does not significantly moderate the relationship. In
conclusion, SRL is the main factor influencing learning outcomes, while peer
observation has not been proven as a moderating variable.
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