Analisis self-regulated learning (srl) berdasarkan perspektif filsafat stoikisme pada mahasiswa PGSD surakarta tahun pertama yang aktif berorganisasi

Muhammad Hanun Hanun Hanifah, Idam Ragil Widianto Atmojo, Roy Ardiansyah

Abstract

This study analyzes Self-Regulated Learning (SRL) based on the perspective of Stoicism philosophy in first-year Surakarta PGSD students who are active in organizations. The purpose of this research is to analyze the application of SRL based on the perspective of Stoicism in the learning context of students who are active in organizations. The research method used is descriptive qualitative using a Likert scale and interviews as a data collection tool. The results showed that the research subjects were able to apply the principles of Stoicism in SRL aspects such as task analysis, self-motivation belief, self-control, self-observation, self-judgment, and self-reaction. However, subject 1 still requires more attention in some of these aspects. Subject 2, subject 3, and subject 4 have succeeded in applying the principles of Stoicism well in their learning. Overall, the application of the principles of Stoicism helps students develop SRL, motivate themselves, control themselves, and achieve success in learning. This research provides insight into the importance of the Stoicist perspective in the development of independent learning for students who are active in organizations and contribute to the SRL literature in the context of higher education.

Keywords

Self-regulated Learning (SRL), stoicism philosophy, first-year students, organizations

Full Text:

PDF

References

R. Festiawan, “Belajar dan Pendekatan Pembelajaran,” 2020. [2] R. Yanuarsari and H. Suhendraya Muchtar, “FILSAFAT DINTERAKSI BERBASIS ANDRAGOGI DALAM PROSES PEMBELAJARAN MAHASISWA,” 2019. [3] M. S. Knowles, “Andragogy: Adult Learning Theory in Perspective,” 1978. [4] W. Rai, “GAGASAN ANDRAGOGI DAN BELAJAR MANDIRI DALAM PEMBERDAYAAN MASYARAKAT,” 2013. [5] W. Lestari, “Pengembangan Modul Pembelajaran Bahasa Inggris Berbasis Andragogi Pada Program Studi Pendidikan Biologi di Universitas Muhammadiyah Palembang,” Edunesia : Jurnal Ilmiah Pendidikan, vol. 2, no. 1, pp. 171–177, Jan. 2021, doi: 10.51276/edu.v2i1.114. [6] G. Light, S. Calkins, and R. Cox, Learning and teaching in higher education: The reflective professional. Sage, 2009. [7] Arifin Maksum and Ika Lestari, “ANALISIS PROFIL KEMANDIRIAN BELAJAR MAHASISWA DI PERGURUAN TINGGI,” PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta, vol. 32, no. 1, pp. 75–86, Aug. 2020, doi: 10.21009/parameter.321.05. [8] A. Chita, P. Harahap, and S. R. Harahap, “Covid 19: Self Regulated Learning Mahasiswa,” vol. 10, no. 1, p. 2020, [Online]. Available: http://jurnal.uinsu.ac.id/index.php/al-irsyad [9] B. J. Zimmerman, “Becoming a Self-Regulated Learner: Which Are the Key Su bprocesses?,” 1986. [10] J. W. Santrock, Educational psychology. McGraw-Hill Education, 2017. [11] F. O. Grahani, “Self regulated learning (SRL) pada mahasiswa ditinjau dari keikutsertaan dalam organisasi,” Jurnal Psikologi: Media Ilmiah Psikologi, vol. 17, no. 2, 2019. [12] W. B. Irvine, A guide to the good life: The ancient art of Stoic joy. Oxford University Press, 2008. [13] H. Manampiring, Filosofi Teras. 2019. [14] M. Pigliucci, How to be a stoic: Ancient wisdom for modern living. Random House, 2017. [15] M. S. Kn

DOI: https://doi.org/10.20961/ddi.v11i6.80102

Refbacks

  • There are currently no refbacks.