Hubungan Self Regulated Learning Dengan Kecemasan Akademis Pada Siswa Kelas 3 SMA Negeri 1 Kabanjahe

HUBUNGAN SELF REGULATED LEARNING DENGAN KECEMASAN
AKADEMIS PADA SISWA KELAS 3 SMA NEGERI 1 KABANJAHE

Dewi sitepu dan Rr. Lita Hadiati Wulandari, M.Pd, Psikolog
ABSTRAK
Self regulated learning adalah proses yang dilakukan individu untuk
mengaktifkan pikiran, perilaku, serta perasaannya secara sistematis yang
berorientasi pada pencapaian suatu tujuan belajar. Self-efficacy, motivasi dan
tujuan merupakan beberapa faktor yang mempengaruhi self regulated learning.
Interaksi antara berbagai faktor ini dapat menyebabkan munculnya kecemasan
akademis. Kecemasan akademis adalah suatu dorongan pikiran dan perasaan yang
membuat individu merasa takut, tegang, serta khawatir terhadap ancaman dimasa
mendatang yang menganggu aktivitas akademis. Penelitian ini bersifat
korelasional yang bertujuan untuk mengetahui hubungan self regulated learning
dangan kecemasan akademis pada siswa kelas 3 SMA negeri 1 Kabanjahe.
Metode pengambilan sampel yang digunakan adalah proportional random
sampling dengan subjek 161 orang. Penelitian ini menggunakan dua buah skala
sebagai alat ukur yaitu Skala self regulated learning yang disusun berdasarkan
teori Zimmerman dan Martinez-Pons (Boerkarts, Pintrich, & Zeidner, 2000) dan
Skala kecemasan akademis yang disusun berdasarkan teori Otten (1991). Nilai
reliabilitas Skala self regulated learning 0.926 dan skala kecemasan akademis

0.918. Berdasarkan hasil analisa ditemukan bahwa ada hubungan antara self
regulated learning dengan kecemasan akademis pada siswa kelas 3 SMA Negeri
1 Kabanjahe (r = 0.985 dengan ρ < 0.05).
Kata kunci: self regulated learning, kecemasan akademis, siswa kelas 3 SMA
Negeri 1 Kabanjahe

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Universitas Sumatera Utara

RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND
ACADEMIC ANXIETY ON 3rd GRADERS OF STATE HIGH SCHOOL 1
KABANJAHE

Dewi sitepu dan Rr. Lita Hadiati Wulandari, M.Pd, Psikolog
ABSTRACT
Self-regulated learning is the process by individuals to activate
thoughts, behaviors, and feelings are systematically oriented to the achievement
of learning objectives. Self-efficacy, motivation and goals are some of the factors
that influence self-regulated learning. The interaction between these factors can
lead to academic anxiety. Academic anxiety is an impulse of thoughts and feelings

that make individuals feel fearful, tense, and worried about future threats that
disrupt academic activity. This research was a correlational study which is aimed
to correlated self regulated learning with academic anxiety on 3rd graders of
state high school 1 Kabanjahe. The sampling method was used is proportional
random sampling with a sample size of 161 students. The study used two scales as
measurement, Self regulated learning Scale which is based on the theory of
Zimmerman and Martinez-Pons (Boerkarts, Pintrich, & Zeidner, 2000) and
Academic anxiety Scale which is based on the theory of Otten (1991). The
reliability of Self regulated learning Scale was 0.926 and Academic anxiety Scale
was 0.918. Based on the analysis found that there was a relationship between self
regulated learning and academic anxiety on 3rd graders of state high school 1
Kabanjahe ((r = 0.985 with ρ < 0.05).
Keyword: self regulated learning, academic anxiety, 3rd graders of state
high school 1 Kabanjahe

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Universitas Sumatera Utara