Self Regulated Learning pada Siswa Kelas VIII di SMP Negeri 15 Ambon

Abstract

Self-regulated learning refers to students’ ability to manage, control, and direct their learning processes independently through the use of various learning strategies. This study aims to describe the level of self-regulated learning among eighth grade students at SMP Negeri 15 Ambon based on several indicators, including self-evaluation, organizing and transforming learning strategies, goal setting or planning, seeking information, managing the learning environment, self-consequences, reviewing and memorizing, and seeking social support. This research employed a qualitative approach using a descriptive method. The subjects of the study were eighth grade students of SMP Negeri 15 Ambon. Data were collected through interviews and analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings indicate that most students demonstrate a fairly good level of self-regulated learning. Students are able to evaluate their learning outcomes, organize and adjust learning strategies, set clear learning goals, utilize various learning resources, manage a conducive learning environment, apply positive self-consequences, review and memorize learning materials, and seek social support when facing learning difficulties. However, variations remain in students’ levels of independence and consistency in regulating their learning. Therefore, the role of teachers, the implementation of varied learning methods, and the provision of a supportive learning environment are essential to optimize the development of students’ self-regulated learning.