Hubungan Efikasi Kendiri dengan Pembelajaran Regulasi Kendiri Murid Sekolah Menengah
Abstract
Kemahiran yang dimiliki murid untuk mengatur pembelajarannya dengan sistematik dan berkesan bagi mencapai matlamat utama pembelajarannya merupakan antara pembelajaran regulasi kendiri. Kajian dijalankan menggunakan kaedah kuantitatif untuk mengenal pasti hubungan efikasi kendiri dengan pembelajaran regulasi kendiri murid sekolah menengah. Sampel kajian ini terdiri daripada 50 orang murid dari sekolah menengah di Bintulu, Sarawak. Hasil kajian menunjukkan terdapat hubungan efikasi kendiri dengan pembelajaran regulasi kendiri murid sekolah menengah. Pelajar yang memiliki efikasi kendiri yang tinggi mampu untuk mencapai tahap akademik yang baik dalam pembelajaran. Kolerasi Pearson r digunakan untuk menganalisis data kajian. Keputusan pekali Kolerasi Pearson r menunjukkan bahawa terdapat kolerasi yang signifikan antara efikasi kendiri dengan pembelajaran regulasi kendiri murid ( r = 70 dan p = .000 sig < .01). Terdapat kolerasi di antara dua variabel, kolerasi yang signifikan adalah : p < .01. Kajian ini diharapkan dapat dijadikan penyelidikan perintis dalam melonjakkan lagi keyakinan diri pelajar untuk meningkatkan kecemerlangan akademik di Malaysia dan menghasilkan generasi murid yang cekal dalam menghadapi cabaran globalisasi ilmu tanpa mengenal erti berputus asa demi kecemerlangan diri.
Downloads
References
Alhadabi, A. & Karpinski, A. C (2020). Grit, Self-efficacy, achievement orientation goals, and academic performance in University Students. International Journal of Adolescence and Youth, 25(1), 519-535. http://doi.org.10.1080/02673843.2019.1679202.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, New Jersey : Lawrence Erlbaum.
Boekaerts, M. et al. (2000) Self -Regulation and Academic Learning: Self -Efficacy Enhancing Interventions. Handbook of self-regulation (pp. 631-649) Academic Press.http://doi.org/10.1016/B978-012109890-2/50048-2
Bong, M. & Clark, R.E. (1999). Comparison Between Self-efficacy in Academic Motivation Research. Educational Psychology, 34(2), 139-153.
Jungert & Rosander (2010). Self-Efficacy and Strategy To Influnce The Study Environment. Teaching in Higher Education, 15(6), 647-659.http://doi:10.1080/13562517.2010.522080
Kanammah, M. et al. (2014). Pengaruh Faktor Psikologi Terhadap Pembelajaran Regulasi Kendiri Murid Sekolah Rendah. Asia Pacific Journal of Educators and Education, 29, 39-54.
Liu, G., Cheng, G., Hu, J. et al. (2020). Academic Self- efficacy And Postgraduate Procrastination : A Moderated Mediation Model. Front Psychology, 11, 1752. http://doi:103389/fpsyg.2020.01752.PMID:32793073:PMCID:PMC7393210
Moran Soto, G., & Benson, L. (2018). Relationship of Mathematics Self -Efficacy and Competence With Behaviors And Attitudes of Engineering Students With Poor Mathematic Preparation. International Journal of Education in Mathematics, Science And Technology,6(3), 200-220.
Pajares, F. (1997). Current Directions in Self-Efficacy Research. In M. Maehr, & P.R. Pintrich (Eds.), Advances In Motivation and Achievement (pp1-49). Greenwich, CT: JAI Press.
Pintrich, P. R. (1997). Current Directions in Self-Efficacy Research. Advance in Motivation And Achievement, (pp.1-49). Greenwich, CT : JAI Press.
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Academic Press.
Pintrich, P.R. (1999). The Role of Motivation in Promoting and Sustaining Self Regulated Learning. International Journal of Educational Research, 31, 459-470.
Rakoczy, K. & Hochweber J. (2019). Formative Assessment in Mathematics : Mediated by Feedback’s Perceived Usefulness and Students’ Self -Efficacy. Learning And Instruction, 60(60), 154-165.http://doi: 10.1016/j.learninstruc.2018.01.004.
Regier, P. & Savic M. (2020). How Teaching To Foster Mathematical Creativity May Impact Student Self-efficacy For Proving. The Journal of Mathematical Behavior, 57, 100720.http://doi.org./10.1016/j.jmathb.2019.100720
Samsilah, R. (2009). Hubungan Antara Pembelajaran Aturan Kendiri dan Keyakinan Terhadap Kebolehan Diri Dengan Pencapaian Akademik di Kalangan Pelajar di Institusi Pengajian Tinggi. PhD thesis, Universiti Putra Malaysia.
Schunk, D. H. (1989). Social Cognitive Theory And Self-Regulated Learning. In B. J. Zimmerman, & D.H. Schunk (Eds.), Self-regulated Learning and Academic Achievement : Theory, Research and Practice. Progress in Cognitive Development Research (pp. 83-110). New York : Springer-Verlag.
Seefeldt, C. (2005). Excerpt from Social Studies for The Preschool/Primary Child. Upper Saddle River, NJ: Pearson Allyn Bacon Prentice Hall (Pearson Education Inc.)
Shunck & Zimmerman (2012). Self -Regulation And Learning. Educational Psychology, 7. http://doi.org/10.1002/9781118133880.hop207003
Tustyaningsih, Y., Sulistyono, B. A., & Jatmiko (2017). Hubungan Self Efficacy Dengan Kemampuan Matematika Siswa Kelas XI SMK PGRI 1 Kediri. Journal of Simki, 1-10.
Wang, C. & Pape, S. J. (2007). Self _Efficacy Beliefs Learning English As A Second Language. Journal of Research in Childhood Education, 21(4), 364-377.
Wigfield A., & Eccles, J.S. (2000). Expectancy-Value Theory of Achievement Motivation Contemporary Educational Psychology, 25, 68-81.
Yusuf, M. (2011). The Impact of Self -Efficacy, Achievement Motivation, and Self-Regulated Learning Strategies on Students’ Academic Achievement. Proce-dia-Social and Behavioral Sciences, 15, 2623 -2626.http://doi.org/10.1016/j.sbspro.2011.04.158
Zimmerman, B.J. (2000) Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82-91.
Zimmerman, B.J. (2002). Becoming Learner: Self-Regulated Overview. Theory into Practice, 41(2), 64-70. http://doi.org/10.1207/s15430421tip4102_2
