PENGARUH SELF REGULATED LEARNING TERHADAP STUDENT WELL-BEING PADA SISWA SMA KRISTEN 1 SALATIGA

Abstrak

Student well-being merupakan aspek penting dalam dunia pendidikan karena berkaitan dengan kondisi emosional, psikologis, dan sosial siswa dalam menjalani proses belajar di sekolah. Namun, masih banyak siswa SMA yang menghadapi tekanan akademik sehingga berpotensi menurunkan tingkat kesejahteraan mereka. Salah satu faktor internal yang diduga berpengaruh terhadap student well-being adalah self regulated learning, yaitu kemampuan siswa dalam mengelola proses belajarnya secara mandiri. Penelitian ini bertujuan untuk mengetahui pengaruh self regulated learning terhadap student well-being pada siswa SMA Kristen 1 Salatiga. Penelitian ini menggunakan desain kuantitatif asosiatif melalui regresi linear sederhana. Subjek penelitian berjumlah 173 siswa yang dipilih menggunakan teknik purposive sampling. Nilai Cronbach’s Alpha yang diperoleh pada data skala Self Regulated Learning (α = 0,935) dan skala Student Well-Being (SWBQ) (α = 0,900). Analisis data dilakukan menggunakan uji regresi dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa self regulated learning berpengaruh positif dan signifikan terhadap student well-being, dengan nilai t-hitung sebesar 0,821 dan tingkat signifikansi 0,000 (p < 0,05). Selain itu, hasil uji F menunjukkan nilai 354,558 dengan tingkat signifikansi 0,000 (p < 0,05), yang mengindikasikan bahwa model regresi secara keseluruhan signifikan. Temuan ini mengindikasikan bahwa kemampuan siswa dalam mengatur proses belajarnya secara mandiri berperan penting dalam meningkatkan student well-being, sehingga penguatan self regulated learning perlu menjadi perhatian dalam upaya peningkatan kesejahteraan siswa di lingkungan sekolah.

Student well-being is an important aspect of education as it is closely related to students’ emotional, psychological, and social conditions in the learning process at school. However, many high school students continue to experience academic pressure that may reduce their level of well-being. One internal factor assumed to influence student well-being is self-regulated learning, defined as students’ ability to manage their learning processes independently. This study aims to examine the effect of self-regulated learning on student well-being among students of SMA Kristen 1 Salatiga. This research employed an associative quantitative design using simple linear regression analysis. The research participants consisted of 173 students selected through purposive sampling techniques. The reliability analysis showed that the Self-Regulated Learning Scale (α = 0,935) and the Student Well-Being Scale (SWBQ) (α = 0,900) demonstrated high internal consistency. Data were analyzed using regression analysis with the assistance of SPSS. The results indicated that self-regulated learning has a positive and significant effect on student well-being, as evidenced by a t-value of 0.821 with a significance level of 0.000 (p < 0.05). Furthermore, the F-test results revealed an F-value of 354.558 with a significance level of 0.000 (p < 0.05), indicating that the regression model was statistically significant. These findings suggest that students’ ability to regulate their learning processes independently plays an important role in enhancing student well-being, highlighting the need to strengthen self-regulated learning as a key strategy to improve students’ well-being in school settings.