Skip to main navigation menu Skip to main content Skip to site footer
Academia Open

Education

Vol 6 (2022): June

The Relationship Between Academic Regulation And Academic Flow In Junior High School Students
Hubungan Antara Regulasi Akademik Dengan Flow Akademik Pada Siswa Sekolah Menengah Pertama



(*) Corresponding Author
DOI
https://doi.org/10.21070/acopen.6.2022.2693
Published
June 30, 2022

Abstract

Students of SMP Negeri 2 Dawarblandong have problems in academic flow, namely students feel unable to concentrate fully and do not enjoy learning and doing math assignments. The purpose of this study was to determine whether there was a relationship between academic self-regulation and academic flow in students of SMP Negeri 2 Dawarblandong in Mathematics. This study uses correlational quantitative methods, the population is all students of SMP Negeri 2 Dawarblandong from grades 7-9 with a total of 510. And the sample is 224 students. The data collection technique used was the academic self-regulation scale with a reliability value of 0.923 and the academic flow scale adapted the flow inventory for students scale with a reliability value of 0.765. The data analysis method uses Spearman's rho correlation with r value = 0.549 and p value = < .001, it can be interpreted that there is a significant relationship between academic self-regulation variables and academic flow. The magnitude of the effect of academic self-regulation on academic flow is quite large (0.549).

References

  1. E. Purwati and M. Akmaliyah, “Hubungan antara self efficacy dengan flow akademik pada siswa akselerasi smpn 1 sidoarjo,” Psympathic J. Ilm. Psikol., vol. 3, no. 2, pp. 249–260, 2016, doi: 10.15575/psy.v3i2.1113.
  2. S. Bahri, “Implementasi pendidikan karakter dalam mengatasi krisis moral di sekolah,” Ta’allum J. Pendidik. Islam, vol. 3, no. 1, pp. 57–76, 2015, doi: 10.21274/taalum.2015.3.1.57-76.
  3. E. Kemala, J. Safitri, and R. V. Zwagery, “Pengasuhan dengan grit pada peserta didik kelas sembilan smpn 1 banjarbaru The relationship between perception of fathers involvement in parenting with grit on 9 th grade,” J. Kognisia, vol. 1, no. 2, pp. 70–76, 2018, [Online]. Available: http://ppjp.ulm.ac.id/journals/index.php/kog/article/view/1548.
  4. A. A. A. Dewi and T. D. Valentina, “Hubungan kelekatan orangtua-remaja dengan kemandirian pada remaja di smkn 1 denpasar,” J. Psikol. Udayana, vol. 1, no. 1, pp. 181–189, 2013, doi: 10.24843/jpu.2013.v01.i01.p18.
  5. U. Rahma and E. W. Rahayu, “Peran dukungan sosial keluarga dalam membentuk kematangan karier siswa smp,” J. Ilmu Kel. dan Konsum., vol. 11, no. 3, pp. 194–205, 2018, doi: 10.24156/jikk.2018.11.3.194.
  6. Baharuddin, “Pentingnya pola komunikasi orang tua terhadap perkembangan pubertas remaja,” J. Stud. Gend. dan Anak, vol. 12, no. 1, pp. 610–621, 2019, doi: 10.30994/10.30994/vol1iss1pp16.
  7. W. N. Wendari, A. Badrujaman, and A. Sismiati S., “Profil Permasalahan Siswa Sekolah Menengah Pertama (Smp) Negeri Di Kota Bogor,” Insight J. Bimbing. Konseling, vol. 5, no. 1, p. 134, 2016, doi: 10.21009/insight.051.19.
  8. W. H. Hastuti and N. H. Yoenanto, “Pengaruh Self-Regulated Learning, Kecemasan Matematika, Dukungan Sosial Guru Matematika, dan Dukungan Sosial Teman Sebaya terhadap Prestasi Belajar Matematika Siswa SMP Negeri ‘X’ Surabaya,” J. Psikol. Integr., vol. 6, no. 2, pp. 116–130, 2018, doi: 10.14421/jpsi.v6i2.1524.
  9. P. Kusumawati and B. H. Cahyani, “Peran Efikasi Diri Terhadap Regulasi Diri Pada Pelajaran Matematika Ditinjau Dari Jenis Kelamin,” J. Spirits, vol. 4, no. 1, p. 54, 2017, doi: 10.30738/spirits.v4i1.1032.
  10. L. Yuwanto, “The Nature of Flow,” Nat. Flow, pp. 1–8, 2013.
  11. Firman and S. Wati, “Hubungan Self Regulated Learning dengan Flow Akademik Siswa,” J. Neo Konseling, vol. 00, no. 00, pp. 1–6, 2018, doi: 10.31227/osf.io/h3a6v.
  12. A. Alfarabi, P. Saraswati, and T. Dayakisni, “Religiusitas dengan flow akademik pada siswa,” Psikis J. Psikol. Islam., vol. 3, no. 2, pp. 145–154, 2017, doi: 10.19109/psikis.v3i2.1759.
  13. A. Gatari, “Hubungan stres akademik dengan flow akademik pada mahasiswa,” Cognicia, vol. 8, no. 1, pp. 79–89, 2020, [Online]. Available: http://ejournal.umm.ac.id/index.php/cognicia/article/download/11739/pdf.
  14. E. Wardati Maryam, G. Affandi, and V. Rezania, “Sense of community dan self-regulated learning sebagai prediktor pada prokrastinasi akademik mahasiswa,” J. An-Nafs Kaji. Penelit. Psikol., vol. 4, no. 2, pp. 182–200, 2019, doi: 10.33367/psi.v4i2.867.
  15. K. Kusaeri and U. N. Mulhamah, “Kemampuan regulasi diri siswa dan dampaknya terhadap prestasi belajar matematika,” J. Rev. Pembelajaran Mat., vol. 1, no. 1, pp. 31–42, 2016, doi: 10.15642/jrpm.2016.1.1.31-42.
  16. I. Alfina, “Hubungan self-regulated learning dengan prokrastinasi akademik pada siswa akselerasi,” eJournal Psikol., vol. 2, no. 1, pp. 60–66, 2014, [Online]. Available: http://e-journals.unmul.ac.id/index.php/psikoneo/article/view/3575.
  17. Azwar, Metode Penelitian. Yogyakarta: Pustaka Pelajar, 2017.
  18. P. Saraswati, Self-Regulated Learning dan Kecerdasan Emosi Sebagai Prediktor Prokrastinasi Akademik, no. August. 2020.
  19. M. A. Goss-Sampson, Analisis Statistik Menggunakan JASP: Buku Paduan Untuk Mahasiswa. 2019.

Downloads

Download data is not yet available.