PROGRAM BELAJAR, JENIS KELAMIN, BELAJAR BERDASAR REGULASI DIRI DAN PRESTASI BELAJAR MATEMATIKA PADA PELAJAR SMA NEGERI DI YOGYAKARTA

Oleh: Asmadi Alsa
INTISARI
Penelitian ini bertujuan untuk: (1) menguji perbedaan belajar berdasar regulasi diri antara pelajar kelas akselerasi dan pelajar kelas reguler, (2) menguji perbedaan belajar berdasar regulasi diri antara pelajar laki-laki dan pelajar perempuan, (3) menguji hubungan antara belajar berdasar regulasidiri dengan prestasi belajar matematika, dan (4) menguji model belajar berdasar regulasi diri yang menghipotesiskan bahwa motivasi tidak memprediksi prestasi belajar matematika secara langsung tapi melalui regulasi metakognitif dan strategi belajar. Responden penelitian adalah pelajar kelas akselerasi dan pelajar
kelas reguler, masing-masing satu kelas dari SMA Negeri 1, SMA Negeri 3,
dan SMA Negeri 8, di Kota Yogyakarta. Jumlah responden penelitian
sebanyak 186 pelajar. Instrumen yang dipakai untuk mengambil data adalah
Skala Belajar Berdasar Regulasi Diri, soal ujian matematika, dan tes
inteligensi APM. Data program belajar dan jenis kelamin responden
diperoleh melalui dokumentasi. Wawancara dipakai untuk memperoleh data
kualitatif, yang digunakan untuk membahas hasil analisis kuantitatif.
Data dianalisis dengan teknik statistik analisis variansi dan structural
equation model. Hasil penelitian: (1) Ada perbedaan belajar berdasar
regulasi diri antara pelajar kelas akselerasi dan pelajar kelas reguler di SMA
Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, dan SMA Negeri 8
Yogyakarta (F=25,002; p<0,01). Belajar berdasar regulasi diri pelajar kelas
akselerasi (rata-rata skor z = 0,361) lebih tinggi daripada belajar berdasar
regulasi diri pelajar kelas reguler (rata-rata skor z = -0,239), (2) Tidak ada
perbedaan belajar berdasar regulasi diri antara pelajar laki-laki dan pelajar
perempuan di SMA Negeri 1 Yogyakarta, SMA Negeri 3 Yogyakarta, dan
SMA Negeri 8 Yogyakarta (F=0,137; p>0,05), (3) Ada korelasi positif yang
sangat signifikan (r =. 0,241; p<0,01) antara belajar berdasar regulasi diri
dengan prestasi belajar matematika pada pelajar SMA Negeri 1 Yogyakarta,
SMA Negeri 3 Yogyakarta, dan SMA Negeri 8 Yogyakarta, (4) Model belajar
berdasar regulasi diri yang menghipotesiskan bahwa motivasi tidak
memprediksi prestasi belajar secara langsung, tetapi melalui regulasi
metakognitif dan strategi belajar, sesuai dengan struktur data. Oleh karena itu
prestasi belajar matematika pelajar SMA Negeri 1 Yogyakarta, SMA Negeri 3
Yogyakarta, dan SMA Negeri 8 Yogyakarta, dapat dijelaskan berdasar model
belajar berdasar regulasi diri yang dikemukakan oleh Garcia dan Pintrich
tersebut.

ABSTRACT
The aim of this dissertation is (1) to investigate the differences of selfregulated
learning between accelerated and regular classes of state high
school students in Yogyakarta; (2) to test the differences of self-regulated
learning between female and male groups of state high school students in
Yogyakarta; (3) to test the relationships between self-regulated learning and
mathematics achievement; and (4) to investigate the learning model of selfregulated
learning which postulated that motivation could not directly predict
mathematics achievement but by the metacognitive regulation and learning
strategies.
The 186 respondents of this study were selected from SMA Negeri I,
SMA Negeri III, and SMA Negeri VIII . One class was obtained from each
high school that was composed of an accelerated and a regular class. The
self-regulated learning scale, the mathematical problem used for examination,
and the APM intelligence test were applied as the main instruments in this
study. The data of learning programs and sexes of the respondents were
acquired through documentation. Interviews were also used to obtain
qualitative data. The obtained data were then computed by analysis of
variance technique and by structural equation model. Qualitative analysis was
used to discuss statistical analysis results.
The results of this study were as follow: (1) In comparison with the
accelerated classes, the regular class of the three high school students,
differed in their self-regulated learning. Students of accelerated classes
obtained higher scores of self-regulated learning than that of regular classes;
(2) No differences self-regulated learning were found between male and
female students in the three high schools; (3) The positive and very
significant correlation was found between the self-regulated learning and the
mathematics achievement; (4) Garcia and Pintrich who proposed the selfregulated
learning model theorized that motivation could not directly predict
achievement but by metacognitive regulation and learning strategies in
accordance with data structures. Accordingly, the mathematics achievement
of all students in SMA Negeri 1, SMA Negeri 3, and SMA Negeri 8, in
Yogyakarta, could be explained according to self-regulated learning model
postulated by Carcia and Pintrich.