REGULASI DIRI DALAM BELAJAR DAN DUKUNGAN GURU TERHADAP KETERLIBATAN SISWA PADA SISWA SMK

Maheswari, Annisa (2025) REGULASI DIRI DALAM BELAJAR DAN DUKUNGAN GURU TERHADAP KETERLIBATAN SISWA PADA SISWA SMK. Sarjana (S1) thesis, Universitas Islam 45.

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Abstract

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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