IMPLEMENTASI SELF REGULATED LEARNING DALAM PENGAJARAN PENDIDIKAN JASMANI SECARA DARING DAN LURING TERHADAP PENINGKATAN MOTIVASI BELAJAR SISWA KELAS XII SMAN 1 WANADADI BANJARNEGARA JAWA TENGAH - Aden Azza Harsena, - (2022)
Peneliti mengimplementasikan self regulated learning dalam pengajaran pendidikan jasmani secara daring dan luring terhadap peningkatan motivasi belajar siswa. Penelitian ini termasuk kuantitatif menggunakan metode eksperimen, teknik pengambilan sampel yang digunakan adalah purposive sampling dengan sampel siswa kelas XII MIPA 1 dan XII MIPA 5 sebanyak 72 siswa. Menggunakan instrumen yang dikembangkan berdasarkan aspek-aspek dari motivasi belajar Hamzah B, Uno 2009 yaitu 8 indikator motivasi belajar diantaranya konsentrasi, rasa ingin tahu, semangat, kemandirian, kesiapan, antusias atau dorongan, pantang menyerah, dan percaya diri. Teknik pengumpulan data dilakukan 2 kali yaitu dengan pre-test dan post-test. Analisis datanya menggunakan uji paired sampel t test yang dibantu dengan SPSS versi 25. Berdasarkan confidence interval dengan tingkat kepercayaan 95% dan jumlah sampel sebesar 72 maka dapat diambil kesimpulan : 1). Implementasi self regulated learning dalam pengajaran pendidikan jasmani secara luring, tidak mengalami perubahan atau tidak terdapat peningkatan hasil pretest-posttest sehingga dapat diartikan tidak mengalami peningkatan motivasi belajar. 2). Implementasi self regulated learning dalam pendidikan jasmani secara daring, mengalami atau terdapat peningkatan hasli pretest-posttest sehingga dapat diartikan mengalami peningkatan motivasi belajar. 3). Tidak terdapat perbedaan pengaruh self regulated learning secara luring dengan self regulated learning secara daring terhadap motivasi belajar siswa. Researchers implement self-regulated learning in teaching physical education online and offline to increase student learning motivation. This research is a quantitative study using the experimental method. The sampling technique used was purposive sampling of 72 students in class XII MIPA 1 and XII MIPA 5. Using instruments developed based on aspects of learning motivation Hamzah B, Uno 2009, namely 8 indicators of learning motivation including concentration, curiosity, enthusiasm, independence, readiness, enthusiasm or encouragement, never giving up, and self-confidence. Data collection techniques were carried out 2 times, namely by pre-test and post-test. The data analysis used a paired sample t test assisted by SPSS version 25. Based on confidence intervals with a confidence level of 95% and a sample size of 72, conclusions can be drawn: 1). The implementation of self-regulated learning in offline physical education teaching did not change or there was no increase in the pretest-posttest results, which means that there was no increase in learning motivation. 2). The implementation of self-regulated learning in online physical education has experienced or there has been an increase in pretest-posttest results so that it can be interpreted as experiencing an increase in learning motivation. 3). There is no difference in the effect of offline self-regulated learning and online self-regulated learning on student learning motivation