DUKUNGAN GURU, REGULASI DIRI, DAN MODAL PSIKOLOGIS SISWA: MENEMUKAN KUNCI KEBERHASILAN DI SEKOLAH DASAR Bahasa Indonesia
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Abstract
Siswa masa kini menghadapi tantangan untuk beradaptasi dengan perubahan pasca pandemi COVID-19. Jumlah anak yang berpartisipasi mengikuti kegiatan sekolah sebagai siswa Sekolah Dasar di Indonesia pada tahun 2022 mengalami penurunan signifikan dibanding jenjang pendidikan lainnya. Hal ini perlu diantisipasi segera agar tidak berdampak pada kualitas lulusan pendidikan Indonesia di masa depan. Sejumlah studi mengkonfirmasi bahwa kemampuan regulasi diri bisa menjadi solusi tepat bagi siswa. Regulasi diri ketika diterapkan pada pembelajaran mengacu pada proses proaktif siswa yang terdiri dari menetapkan tujuan pembelajarannya, memantau kemajuannya secara aktif, dan mengatur kognisi, motivasi, dan perilakunya untuk mencapai tujuan pembelajarannya (Pintrich, 2000). Menurut Connell & Wellborn (1991), dukungan guru adalah perilaku guru sebagai konteks sosial yang mempengaruhi pemenuhan kebutuhan psikologis dasar siswa akan keterkaitan, kompetensi, dan kemandirian. Sementara itu, modal psikologis adalah keadaan perkembangan psikologis positif individu dan ditandai dengan adanya harapan, efikasi, resiliensi, dan optimisme (Luthans, et al., 2007). Penelitian ini memprediksi bahwa ketika siswa merasakan dukungan dari guru, mereka cenderung mengakumulasi sumber daya pribadi dalam bentuk modal psikologis yang kemudian membantu siswa melakukan regulasi diri dengan lebih baik. Partisipan penelitian ini berjumlah 276 siswa kelas 4 sampai 6 Sekolah Dasar X di Jakarta. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Pengumpulan data dilakukan menggunakan kuesioner regulasi diri (MSLQ), dukungan guru (TASC) dan modal psikologis (PCQ) yang diadaptasi ke dalam Bahasa Indonesia. Dukungan guru berkontribusi terhadap regulasi diri siswa sebesar 4,6%. Variabel modal psikologis terbukti memediasi sempurna hubungan antara dukungan guru terhadap regulasi diri siswa di Sekolah Dasar X di Jakarta. Kontribusi variabel dukungan guru dan modal psikologis dalam menjelaskan variabel regulasi diri siswa sebesar 24,9%.
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