PENGARUH SELF REGULATED LEARNING TERHADAP KEMANDIRIAN BELAJAR SISWA SDN 3 GEGESIK KULON

Abstract

This study was motivated by the low level of learning independence among some students at SDN 3 Gegesik Kulon, as indicated by their dependence on teacher guidance, lack of learning initiative, and limited ability to manage study time effectively. One factor presumed to influence learning independence is self-regulated learning, which refers to students' ability to plan, organize, monitor, and evaluate their own learning processes. This study aims to determine the effect of self-regulated learning on students' learning independence at SDN 3 Gegesik Kulon. This research employed a quantitative approach using an ex post facto method. The population consisted of 153 students at SDN 3 Gegesik Kulon, while the sample comprised 26 fifth-grade students selected through purposive sampling. Data were collected using Likert-scale questionnaires measuring self-regulated learning and learning independence variables. Data analysis was conducted through validity testing, reliability testing, descriptive statistical analysis, and simple regression analysis to test the research hypothesis. The results are expected to indicate a positive and significant effect of self-regulated learning on students' learning independence. The higher the students' self-regulated learning ability, the higher their level of learning independence. The findings of this study are expected to provide valuable input for teachers and schools in developing learning strategies that enhance students' self-regulation skills and learning independence.