Correlation of student learning style and self-concept with self regulated learning In MAN 1 Malang

INDONESIA:

Kemandirian belajar sangat penting untuk menunjang keberhasilan dalam proses pembelajaran. Kemandirian belajar dapat ditingkatkan dengan mengetahui peran individu dalam menghadapi dan menyelesaikan masalah atau disebut sebagai konsep diri. Selain konsep diri, gaya belajar juga sangat penting untuk membentuk kemandirian belajar. Dengan mengetahui karakteristik belajar bisa membuat siswa mudah menyerap materi pembelajaran.

Tujuan penelitian ini adalah untuk: (1) Menjelaskan hubungan antara gaya belajar dengan kemandirian belajar siswa kelas XI jurusan IPS di MAN 1 Kota Malang, (2) Menjelaskan hubungan konsep diri dengan kemandirian belajar siswa kelas XI jurusan IPS di MAN 1 Kota Malang, (3) Menjelaskan hubungan gaya belajar dan konsep diri dengan kemandirian belajar siswa kelas XI jurusan IPS di MAN 1 Kota Malang.

Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Penelitian ini menggunakan cluster sampling pada siswa kelas XI jurusan IPS di MAN 1 Kota Malang yang berjumlah 48 sebagai subjek penelitian. Instrument penelitian ini menggunakan angket dan dokumen, teknik pengumpulan data yang digunakan adalah kuesioner dan dokumentasi. Data dianalisis dengan menggunakan analisis regresi, korelasi sederhana dan korelasi ganda.

Hasil penelitian menunjukkan bahwa, 1) terdapat hubungan positif yang signifikan antara gaya belajar dengan kemandirian belajar siswa IPS di MAN 1 Kota Malang, H1 diterima dan H0 ditolak, 2) terdapat hubungan positif yang signifikan antara konsep diri dengan kemandirian belajar siswa di MAN 1 Kota Malang, H1 diterima dan H0 ditolak 3) terdapat hubungan positif yang signifikan antara gaya belajar dan konsep diri dengan kemandirian belajar siswa IPS di MAN 1 Kota Malang, H1 diterima dan H0 ditolak.

ENGLISH:

Self Regulated Learning is very important to success learning process. Self regulated learning can be enhanced by knowing the role of individuals in facing and solving problems or referred to as self-concept. In addition to self-concept, learning styles are also very important to shape self regulated learning. By knowing the characteristics of learning, students understand learning material easily.


The research purposes were to: (1) Explain the correlation between learning styles with self regulated learning of eleventh class of the social sciences department at State Senior High School of 1 Malang, (2) Explain the correlation between self-concept with self regulated learning of eleventh class of the social sciences department at State Senior High School of 1 Malang, ( 3) Explain the correlation between learning styles and self-concept with self regulated learning of eleventh class of the social sciences department at State Senior High School of 1 Malang.

This research used a quantitative approach and its type is correlational research. This research choose cluster sampling in eleventh class of the social sciences department at State Senior High School of 1 Malang, which amounted to 48 as research subjects. The research instrument used questionnaires and documents, data collection techniques used were questionnaires and documentation. Data were analyzed by using regression analysis, simple correlation and multiple correlation.

The results showed that, 1) there was a significant positive correlation between learning styles with self regulated learning of eleventh class of the social sciences students, H1 accepted and H0 rejected, 2) there was a correlation Significantly positive between self-concept and student sef regulated learning in eleventh class of the social sciences students, H1 accepted and H0 rejected 3) there was a significant positive correlation between learning styles and self-concept with Social studies self regulated learning at State Senior High School of 1 Malang, H1 accepted and H0 rejected.