PENGARUH PEMBELAJARAN TEMATIK MENGGUNAKAN STRATEGI SELF-REGULATORY PROCESSES TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS V SEKOLAH DASAR : Penelitian Quasi Eksperimen terhadap SiswaKelas V Sekolah Dasar Tahun Ajaran 2017/2018

• Main Author: Risma Yanti, - (Author)
• Format: Book
• Published: 2018-07-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/36539/1/S_PGSD_1406962_Title.pdf; http://repository.upi.edu/36539/2/S_PGSD_1406962_Abstract.pdf; http://repository.upi.edu/36539/3/S_PGSD_1406962_Table_of_Content.pdf; http://repository.upi.edu/36539/4/S_PGSD_1406962_Chapter1.pdf; http://repository.upi.edu/36539/5/S_PGSD_1406962_Chapter2.pdf; http://repository.upi.edu/36539/6/S_PGSD_1406962_Chapter3.pdf; http://repository.upi.edu/36539/7/S_PGSD_1406962_Chapter4.pdf; http://repository.upi.edu/36539/8/S_PGSD_1406962_Chapter5.pdf; http://repository.upi.edu/36539/9/S_PGSD_1406962_Bibliography.pdf; http://repository.upi.edu/36539/10/S_PGSD_1406962_Appendix.pdf
• Keywords: LB1501 Primary Education

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran tematik menggunakan strategi self-regulatory processes terhadap kemandirian belajar di kelas V sekolah dasar. Penelitian ini merupakan penelitian quasi eksperimen dengan desain non equivalen pretest-posttest control group design. Populasi penelitian ini adalah siswa SD kelas V di salah satu SD di Kota Bandung tahun ajaran 2017/2018 sejumlah 218 orang dengan sampel dua kelas pada SD tersebut sejumlah 64 orang. Hasil penelitian dapat disimpulkan bahwa: (1) tingkat kemandirian belajar pada kelas kontrol sebesar 57.2% yang termasuk kategori cukup, (2) tingkat kemandirian belajar pada kelas eksperimen sebesar 60.6% yang termasuk kategori cukup, dan (3) pengaruh pembelajaran tematik menggunakan strategi self-regulatory processes terhadap kemandirian belajar siswa kelas V sekolah dasar menunjukkan taraf signifikansi sebesar 0.499 > 0.05 sehingga tidak terdapat pengaruh strategi self-regulatory processes terhadap kemandirian belajar. Perolehan nilai korelasi sebesar -0.199 menunjukan kontribusi treatment yang diberikan pada kelas eksperimen hanya 4%. Artinya pengaruh pembelajaran tematik menggunakan strategi self-regulatory processes terhadap kemandirian belajar siswa SD kelas V tehitung rendah sekali. Namun, terdapat peningkatan yang signifikan pada aspek kesadaran tanggung jawab belajar siswa dengan perolehan taraf signifikansi sebesar 0.00< 0.05. Artinya, strategi self-regulatory processes berpengaruh untuk meningkatkan kesadaran tujuan belajar siswa kelas V sekolah dasar.;--This study aims to determine the effect of thematic learning using selfregulatory processes strategy toward the independence of learning in grade V primary school. This research is a quasi-experimental research with nonequivalent design pretest-posttest control group designs. The population of this study is 218 people students of grade V elementary school in one elementary school in Bandung academic year 2017/2018 with a sample of 64 people two classes on the elementary school. The result of this research can be concluded that: (1) the level of learning independence in the control class is 57.2% which is sufficient category, (2) the level of learning independence in the experimental class is 60.6% which is sufficient category, and (3) the thematic learning influence using self-regulatory processes strategy to the independence of students learning grade V elementary school shows the level of significance of 0.499>0.05 so, there is no influence of self-regulatory processes strategy of learning independence. Obtaining a correlation value of -0.199 shows the contribution of treatment given in the experimental class only 4%. This means that the influence of thematic learning using self-regulatory processes strategy toward the independence of students studying elementary school V grade is very low. However, there is a significant increase in the awareness of learning responsibility aspect with the acquisition level of significance of 0.00<0.05. That is, the self-regulatory processes strategy influence to increase awareness of learning objectives of grade V elementary school students.