Hubungan antara Self-Efficacy dan Self-Regulated Learning dengan Penyesuaian Akademik pada Siswa Kelas 7 dan 8 Sekolah Menengah Pertama Muhammadiyah 14 Pondok Pesantren Karangasem Lamongan

Penelitian ini bertujuan untuk mengetahui hubungan antara self-efficacy dan
self-regulated learning dengan penyesuaian akademik pada siswa SMP Muhammadiyah
14 pondok pesantren karangasem lamongan. Metode penelitian ini adalah metode kuantitatif. Subjek penelitian ini sebanyak 137 responden. Teknik Sampling yang digunkan dalam penelitian ini berupa proporsional dengan jenis stratified proportional random samping. Pengumpulan data dalam penelitian ini menggunakan skala penyesuaian akademik, skala self-efficacy, dan skala self-regulated learning dengan menggunakan skala Likert yang disusun berdasarkan aspek-aspek dari ketiga variabel. Teknik yang digunakan untuk menguji hipotesis menggunakan regresi linear berganda. Hasil uji analisis regresi linear berganda diperoleh nilai koefisiensi korelasi (R) = 0,645 dan p = 0.000. maka dapat disimpulkan bahwa self-efficacy dan self-regulated learning berpengaruh secara signifikan dengan penyesuaian akademik. Variabel yang memiliki kontribusi yang berpengaruh paling besar merupakan variabel self-efficacy terhadap perilaku penyesuaian akademik siswa dengan nilai 41,9% dan variabel self-regulated learning hanya mempengaruhi penyesuaian akademik sebesar 29,1%.

================================================================================================

This study aims to determine the relationship between self-efficacy and self-regulated learning with academic adjustment in students at SMP Muhammadiyah 14, Islamic boarding school of Karangasem, Lamongan. This research method was quantitative. The subjects of this study were 137 respondents. The sampling technique used in this study was proportional with a stratified proportional random sampling. Data collection used in this study was a Likert scale for academic adjustment, a self-efficacy scale, and a self-regulated learning scale structured based on aspects of the three variables. The technique used to test the hypotheses was multiple linear regression. The results of the multiple linear regression analysis yielded a correlation coefficient (R) of 0.645 and p = 0.000. Therefore, it can be concluded that self-efficacy and self-regulated learning significantly influence academic adjustment. The variable with the greatest contribution to students’ academic adjustment behavior was self-efficacy, with a value of 41.9%, while self-regulated learning only affected academic adjustment by 29.1%.