EMPOWERING STUDENTS THROUGH SELF-REGULATED LEARNING: EFFECTS ON ISLAMIC RELIGIOUS EDUCATION PERFORMANCE
DOI:
https://doi.org/10.55197/qjssh.v6si2.990Keywords:
self-regulated learning, academic performance, cognitive strategies, metacognitive strategies, motivationAbstract
This research investigates the role of self-regulated learning in enhancing academic success among high school students. The study focuses on understanding how critical components of Self-Regulation Learning, such as strategy cognitive, metacognitive strategies, and motivation, contribute to improved academic performance in subjects in Islamic Religious Education. This research was conducted in SMA Negeri 2 Teluk Meranti, Riau, Indonesia, from January through July 2024. The study employed a quantitative research design with a correlational approach. A sample of 55 high school students was selected through simple random sampling. Data were gathered using a validated self-regulated learning questionnaire and students' academic records. The questionnaire assessed students' proficiency in Self-Regulation Learning strategies, including strategy cognitive, metacognitive strategies, and motivation for their learning. Academic success was measured through the students' grade point averages. Pearson correlation and multiple regression analyses explored the relationship between Self-Regulation Learning and academic success. The analysis revealed a significant positive correlation between self-regulated learning and academic success (r: 0.75). The regression analysis indicated that self-regulated learning explained 56% of student score variance. They were found to be the most influential predictors of academic success, highlighting their critical role in the learning process. This indicates that a substantial portion of the variability in academic performance scores is accounted for by the cognitive strategies, metacognitive strategies, and motivation included in the model. The findings of this study underscore the importance of self-regulated learning as a powerful tool for boosting academic success. Students who effectively use Self-Regulation Learning strategies tend to achieve higher academic outcomes. The study suggests integrating Self-Regulation Learning skill development into educational programs could significantly enhance students' academic performance. Educators are encouraged to incorporate Self-Regulation Learning training into the curriculum to equip students with the necessary skills to manage their learning and achieve academic excellence.
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