Self Regulated Learning sebagai Faktor Computational Thinking Skill Peserta Didik Kelas V Sekolah Dasar

Andita Anggit Saraswati, Dwi Yuniasih Saputri, Roy Ardiansyah, Roy Ardiansyah

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan positif antara Self Regulated Learning (SRL) dan Computational Thinking Skill (CTS) peserta didik kelas V SD Negeri se-Gugus 03 Gajah Mada Surakarta. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel berjumlah 104 peserta didik yang dipilih menggunakan cluster random sampling. Instrumen SRL berupa angket tervalidasi yang mencakup aspek metakognisi, motivasional, dan behavioral, sedangkan CTS diukur menggunakan tes uraian tervalidasi yang mencakup dekomposisi, pengenalan pola, abstraksi, dan algoritma. Analisis data menggunakan uji normalitas Kolmogorov-Smirnov, uji linearitas ANOVA, dan korelasi Pearson Product Moment. Hasil penelitian menunjukkan bahwa SRL berada pada kategori sedang (74,04%) dengan aspek behavioral tertinggi dan metakognisi terendah. CTS juga berada pada kategori sedang (63,46%) dengan aspek dekomposisi tertinggi dan algoritma terendah. Terdapat hubungan positif yang signifikan antara SRL dan CTS (r = 0,205; p = 0,037). Temuan ini menunjukkan bahwa peserta didik yang memiliki kemampuan mengatur proses belajar secara mandiri cenderung memiliki kemampuan berpikir komputasional yang lebih baik begitu pula sebaliknya. Guru dapat meningkatkan kedua kemampuan tersebut melalui pembelajaran IPAS yang mendorong penetapan tujuan belajar, pemantauan strategi berpikir, dan refleksi hasil belajar.

Keywords

Self Regulated Learning; Computational Thinking Skill; Pembelajaran IPAS; Sekolah Dasar; Kurikulum Merdeka

References

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DOI: https://doi.org/10.20961/ddi.v14i5.124211

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