REGULASI DIRI DALAM BELAJAR DAN DUKUNGAN GURU TERHADAP KETERLIBATAN SISWA PADA SISWA SMK
Maheswari, Annisa · Universitas Islam 45 / UM Indonesia
Abstrak / Ringkasan
School is a formal educational institution that serves as a place for students to acquire knowledge, where each student is responsible for participating in the entire learning process. This study aims to examine the influence of self-regulated learning and perceived teacher academic support on student engagement among vocational high school students.
The research employed a correlational design involving 283 students from SMKN 1 Tambun Utara as research participants. The instruments used in this study include the School Engagement Scale (SES) with a reliability coefficient of 0.913, the Self-Regulated Learning Scale with a reliability coefficient of 0.975, and the Perceived Teacher Academic Support Scale (PTASS) with a reliability coefficient of 0.944. Data were collected through interviews and psychological scales.
The results of the correlation analysis indicate that self-regulated learning and perceived teacher academic support significantly influence student engagement, with both variables jointly contributing 27.8% to the variance in student engagement (R2 = 0,278; F(2,280) = 53,780; p < 0,000).
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