Pengaruh Self Regulated Learning Berbasis Literasi Digital Terhadap Kecerdasan Emosional Siswa
(The influence of Self-regulated learning based digilat literacy to emotional intelegence)
DOI:
https://doi.org/10.22437/bio.v7i2.12820Abstract
This research aims to see the effect of learning carried out by implementing digital literacy-based learning and conventional learning activities on the intelligence of class VIII students. In this study, taking a sample of 2 different classes in SMP Negeri 15 Sukabumi City with eighth grade students, it can be said that 20 people as the experimental class and seventh grade students can be measured 17 as the control class. Collecting research data using an emotional intelligence questionnaire instrument. Analysis of research data using inferential statistics in the form of paired sample T test. Prior to the hypothesis data, the prerequisite test data used the normality and homogeneity test to test the indicators and the distribution of the research data taken. The results showed that there were differences in the scores of students' intelligence using regulated and conventional independent learning. The group of students with the application of self-regulated learning based on digital literacy has a significant hypothesis test (2 tailed) 0.000 <0.05, which means that there is an average difference between the pretest and posttest results, while conventional learning does not show an average difference because of the results. 0.163> 0.05. Based on this research, that the application of learning, self-regulated learning based on digital literacy affects the emotional intelligence of class VIII C students at SMP Negeri 15 Sukabumi City.
Abstrak.
Penelitian yang bertujuan untuk mengetahui pengaruh dari pembelajaran yang dilakukan dengan penerapan self-ragulated learning berbasis literasi digital dan kegiatan belajar secara konvensional terhadap kecerdasan emosional siswa kelas VIII. Pada penilitian ini mengambil sampel 2 kelas yang berbeda di SMP Negeri 15 Kota Sukabumi dengan siswa kelas VIII C berjumlah 20 orang sebagai kelas eksperimen dan siswa kelas VIII H berjumlah 17 sebagai kelas kontrol Mrtode penelitian menggunakaan metode kuantitatif. Pengumpulan data penelitian dengan menggunakan instrumen angket kecerdasan emosional. Data penelitian di analisis dengan menggunakan statistic inferensial berupa uji T paired sample test. Sebelum pengujian data hipotesis data di uji prasayarat dengan menggunaan uji normalitas serta homogenitas untuk mengetahui varian dan sebaran data penelitian yang di ambil. Hasil penelitian mendapatkan bahwa terdapat perbedaan rata-rata terhadap kecerdasan emosional siswa dengan menggunakan penerapan belajar self regulated learning dan konvensional. Kelompok siswa dengan penerapan self regulated learning berbasis literasi digital memiliki hasil uji hipotesis menunjukan siginifikan (2 tailed) 0,000 < 0.05 yang artinya ada perbedaan rata-rata dari hasil pretest dan posttest sedangkan pembelajaran secara konvensional tidak menunjukan adanya perbedaan rata-rata karena hasilnya 0,163 > 0,05. Berdasarkan penelitian ini disimpulkan bahwa penerapan pembelajaran self regulated learning berbasis literasi digital berpengaruh terhadap kecerdasan emosional siswa kelas VIII C di SMP Negeri 15 Kota sukabumi.
Downloads
References
Al, S. F. I., & Damayanti, I. P. S. (2020). Pengembangan Kecerdasan Emosional Peserta Didik Di Sekolah Dasar Melalui Pendidikan Karakter. Jurnal Pendidikan Dasar Indonesia, 4(1), 137–146.
Bandura. (1986). Social Foundations of Thought and Action: a Social Cognitive Theory. Englewood Cliffs New Jersey: Prenticeâ€Hall Inc.
Dinata, P. A. C., Rahzianta, & Zainuddin, M. (2016). Self Regulated Learning sebagai Strategi Membangun Kemandirian Peserta Didik dalam Menjawab Tantangan Abad 21. Seminar Nasional Pendidikan Sain, 1(1), 139–146.
Fauziyah, T. A., & Isnawati. (2017). Pengembangan Media Permainan Sains Quartet untuk Meningkatkan Hasil Belajar dan Keterampilan Berkomunikasi. E-Journal Unesa, 05, 131–137.
Hastuti, R., & Rahman, U. (2019). Pengaruh Regulasi Diri ( Self Regulation ) Dan Motivasi Belajar Terhadap Hasil Belajar Biologi Pada Peserta Didik Kelas Xi Mia MAN Bulukumba. Jurnal Al-Ahya, 1(2), 42–52.
Kayacan, K., & Ektem, I. S. (2019). The effects of biology laboratory practices supported with self-regulated learning strategies on students’ self-directed learning readiness and their attitudes towards science experiments. European Journal of Educational Research, 8(1), 313–323. https://doi.org/10.12973/eu-jer.8.1.313
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48. https://doi.org/10.1016/j.iheduc.2015.12.003
Maftukhah, N. A. (2018). Kemampuan Problem Solving Matematika Siswa. Jurnal Al-Hikmah, 6, 1–10.
Meier, A. M., & Vogt, F. (2015). The potential of stimulated recall for investigating self-regulation processes in inquiry learning with primary school students. Perspectives in Science, 5, 45–53. https://doi.org/10.1016/j.pisc.2015.08.001
Putry, N. D., Armen, & Putri, D. H. (2017). Hubungan Kemampuan Self-Regulated Learning Dengan Hasil Belajar Ipa Siswa SMPN 3 Padang. Berkala Ilmiah Bidang Biologi, 1(2), 210–217.
Sari, D. P. (2014). Mengembangkan Kemampuan Self Regulation: Ranah Kognitif, Motivasi Dan Metakognisi. 16–39.
Sari, S. S. (2020). Kemampuan Literasi Digital pada Kalangan Siswa SMP dan SMA Di Daerah Pedesaan Kabupaten Blitar. Ilmu Informasi Dan Perpustakaan.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alvebeta CV.
Supriyati, D. (2019). Pengaruh Metode Pembelajaran Hypnoteaching Terhadap Self Regulation Dan Kemampuan Berpikir Kritis Siswa Sma Negeri 1 Jati Agung Kelas X Pada Mata Pelajaran Biologi. In Society. Universitas Islam Negeri Raden Intan.
Utaminingsih, D. (2017). Studi Investigasi Hubungan Antara Metakognisi , Self- regulasi dan Motivasi Belajar Siswa. Jurnal Pendidikan Progresif, 2(1), 13–20. https://doi.org/https://doi.org/10.23960/jpp.v7.i1.201702
Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., & Xie, C. (2020). Profiling self-regulation behaviors in STEM learning of engineering design. Computers and Education, 143(July 2019), 103669. https://doi.org/10.1016/j.compedu.2019.103669
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 166–183.
Downloads
Published
Versions
- 2021-06-01 (2)
- 2021-06-01 (1)
How to Cite
Issue
Section
License
Copyright (c) 2021 Diyna Auliya Azhary, Suhendar, Gina Nuranti
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:
- For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
