PERAN SELF-REGULATED LEARNING TERHADAP EMOTIONAL EXHAUSTION YANG DIMEDIASI OLEH STUDENT ENGAGEMENT PADA SANTRI
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Abstract
Santri merupakan seseorang yang belajar agama Islam dan mendalami agama Islam dalam sebuah pesantrian atau pesantren. Dalam menjalankan kegiatannya sehari-hari, santri terikat dengan berbagai macam peraturan dan kegiatan yang menyebabkan kecenderungan dari munculnya emotional exhaustion pada santri. Dalam penilitian ini, akan dibahas mengenai peranan self-regulated learning terhadap emotional exhaustion yang dimediasi oleh student engagement pada santri. Metode yang digunakan adalah kuantitatif non-eksperimental dengan teknik pengambilan data purposive sampling dan criterion sampling. Adapun alat ukur yang digunakan terdiri dari alat ukur self-regulated learning yang diadaptasi dari alat ukur self-regulated learning dari Pintrich dan Groot (1990), alat ukur emotional exhaustion yang diadaptasi dari alat ukur yang dikembangkan oleh Schaufeli, Mart?nez, Marqués-Pinto, Salanova, dan Bakker (2002), serta alat ukur student engagement yang diadaptasi dari alat ukur student engagement dari Schaufeli dan Bakker (2003). Pengambilan data dilakukan di lima pondok pesantren yang terdapat di wilayah Bogor dan Bekasi pada bulan Oktober – November 2018 dengan melibatkan 424 partisipan penelitian berusia 11 – 20 tahun. Berdasarkan hasil yang diperoleh, self-regulated learning secara negatif signifikan memengaruhi emotional exhaustion (tc’ = -6,336; p= 0,000 < 0,05) dan student engagement tidak memediasi peran self-regulated learning terhadap emotional exhaustion (tb’= 1,153; p = 0,250 > 0,05).
A santri is a person who studies Islam in a pesantren or Islamic boarding school. In carrying out their daily activities, students are bound by a variety of regulations and activities that tend to cause emotional exhaustion in students. In this research, the role of self-regulated learning on emotional exhaustion mediated by student engagement on santri will be discussed. The research method used is quantitative non-experimental technique with purposive sampling and criterion sampling. The measuring device used consists of a self-regulated learning measuring instrument adapted from a self-regulated learning measuring instrument from Pintrich and Groot (1990), an emotional exhaustion measuring instrument adapted from a measuring instrument developed by Schaufeli, Mart?nez, Marqués-Pinto, Salanova, and Bakker (2002), as well as student engagement measurement instrument adapted from the student engagement measurement instrument from Schaufeli and Bakker (2003). Data were collected at five Islamic boarding schools in Bogor and Bekasi over October - November 2018 involving 424 research participants aged 11-20 years. Based on the results obtained, self-regulated learning negatively and significantly affects emotional exhaustion (tc '= -6.336; p = 0.000 <0.05) and student engagement does not mediate the role of self-regulated learning on emotional exhaustion (tb' = 1.153; p = 0,250> 0,05).
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References
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