PENGARUH LINGKUNGAN SEKOLAH DAN SUMBER BELAJAR TERHADAP HASIL BELAJAR SISWA MELALUI MEDIASI SELF REGULATED LEARNING
DOI:
https://doi.org/10.54314/7k19dk96Abstrak
Abstract: This study aims to obtain knowledge about the influence of the school environment and learning resources on students’ learning outcomes, with self-regulated learning as a mediating variable. The method used in this research is a quantitative approach with a descriptive research type. The sample consisted of 105 students of SMAIT Wahdah Islamiyah Makassar who took economics as a subject. The data analysis employed the Partial Least Square Structural Equation Model (PLS-SEM). The results of the study indicate that the school environment and learning resources do not have a significant effect on students’ learning outcomes. Furthermore, self-regulated learning is proven to be a mediating variable that strengthens the relationship between learning resources and learning outcomes. However, it is not proven to mediate the relationship between the school environment and students’ learning outcomes. These findings imply that schools are expected to further encourage and facilitate programs that can strengthen students’ Self-Regulated Learning (SRL). Although the school environment already has a good system, its influence on learning outcomes is still relatively small without being supported by students’ independent learning abilities.Â
Abstrak: Penelitian ini bertujuan untuk memperoleh pengetahuan tentang pengaruh lingkungan sekolah dan sumber belajar terhadap hasil belajar siswa, dengan self-regulated learning sebagai variabel mediasi. Metode yang digunakan dalam penelitian ini yaitu dengan pendekatan kuantitatif dengan jenis penelitian deskriptif. Sampel dalam penelitian sebanyak 105 orang siswa SMAIT Wahdah Islamiyah Makassar yang mengampuh mata pelajaran ekonomi. Analisis data penelitian ini menggunakan model Partial Least Square Structural Equation Model (PLS-SEM). Hasil penelitian menunjukkan bahwa lingkungan sekolah dan sumber belajar tidak berpengaruh signifikan terhadap hasil belajar siswa. Lebih lanjut, self-reguated learning terbukti sebagai mediasi yang memperkuat hubungan antara variabel sumber belajar terhadap hasil belajar. Tetapi tidak terbukti mampu memediasi pada variabel lingkungan sekolah terhadap hasil belajar siswa. Temuan ini menyiratkan bahwa sekolah diharapkan lebih mendorong dan memfasilitasi program-program yang dapat memperkuat Self-Regulated Learning (SRL) pada siswa. Meskipun lingkungan sekolah sudah memiliki sistem yang baik, namun pengaruhnya terhadap hasil belajar masih tergolong kecil tanpa didukung kemampuan belajar mandiri siswa.
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