Pengaruh self-regulation, self-efficacy, dan study habits terhadap prestasi belajar fisika

Abstract

Penelitian ini bertujuan untuk 1) menganalisis pengaruh self-regulation terhadap prestasi belajar fisika, 2) menganalisis pengaruh self-efficacy terhadap prestasi belajar fisika, 3) menganalisis pengaruh study habits terhadap prestasi belajar fisika, dan 4) menganalisis pengaruh self-regulation, self-efficacy, dan study habits terhadap prestasi belajar fisika. Jenis penelitian ini adalah penelitian kausal-komparatif atau ex post facto. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri se-Kabupaten Gianyar yang terdiri dari 7 sekolah. Jumlah populasi 2017 siswa. Sampel penelitian ini berjumlah 352 siswa yang diambil dengan teknik proposional random sampling. Data self-regulation, self-efficacy, dan study habits dikumpulkan menggunakan kuisioner. Data prestasi belajar fisika siswa dikumpulkan dengan tes prestasi belajar berbentuk tes objektif. Data yang terkumpul dianalisis dengan statistik deskriptif, uji regresi sederhana, dan ganda tiga prediktor. Hasil penelitian menunjukan bahwa 1) terdapat pengaruh yang signifikan self-regulation terhadap prestasi belajar fisika dengan kontribusi sebesar 0,7% (F = 7,703; dengan p < 0,05), 2) terdapat pengaruh yang signifikan self-efficacy terhadap prestasi belajar fisika dengan kontribusi sebesar 2,2% (F = 10,520; dengan p < 0,05), 3) terdapat pengaruh yang signifikan study habits terhadap prestasi belajar fisika dengan kontribusi sebesar 7,1% (F =35,193; dengan p < 0,05), 4) terdapat pengaruh yang signifikan self-regulation, self-efficacy,dan study habits terhadap prestasi belajar fisika dengan kontribusi sebesar 10,0% (F = 12,851; dengan p < 0,05).
Kata Kunci : self-regulation, self-efficacy, study habits, prestasi belajar

This study aimed at 1) analysing the influence of self-regulation towards physics academic achievement, 2) analysing the influence of self-efficacy towards physics academic achievement, 3) analysing the influence of study habits towards physics academic achievement, and 4) analysing the influence of self-regulation, self-efficacy, and study habits toward physics academic achievement. This research was a causal-comparative or ex post facto study. The study population was all students of class X in Gianyar regency which consisted of 7 schools. Total population was about 2017 students. The research sample, 352 students, were taken by proportional random sampling technique. Data of self-regulation, self-efficacy, and study habits were collected by using a questionnaire. Data of student physics achievement were collected by using achievement test which was in form an objective test. Data were analyzed by using descriptive statistics, while the hypothesis were tested by using simple and multiple regression. The results shows that 1) there is a significant difference of self-regulation towards physics academic achievement with 0.7% contribution (F = 7.703; p <0.05), 2) there is a significant relationship between self-efficacy and physics academic achievement with 2,2% contribution (F = 10.520; p <0.05), 3) there is a significant difference of study habits towards physics academic achievement with 7.1% contribution (F = 35.193; p < 0.05), 4) there is a significant difference of self-regulation, self-efficacy, and study habits toward physics academic achievement with 10.0% contribution (F = 12.851; p <0.05).
keyword : self-regulation, self-efficacy, study habits, academic achievement