Strengthening Self-Regulation Learning as a Strategy to Increase Student Learning Motivation at AVISENA Middle School
Penguatan Self-Regulation Learning sebagai Strategi Meningkatkan Motivasi Belajar Siswa di SMP AVISENA
DOI:
https://doi.org/10.21070/ups.10245Keywords:
Self-Regulated learning, Learning Motivation, PsychoeducationAbstract
Learning motivation is an important factor that influences students’ engagement in the learning process. However, a preliminary survey at Avisena Junior High School revealed that several students still showed low learning motivation, reflected in limited perseverance, initiative, and active participation in class activities. This study aimed to examine the effectiveness of strengthening self-regulated learning (SRL) through psychoeducation to improve students’ learning motivation. A quantitative approach with a pre-experimental method was applied using a one group pretest–posttest design. The participants were 32 eighth-grade students selected through purposive sampling based on low and very low motivation levels. The intervention was delivered through game-based psychoeducation and guided self-reflection focusing on self-regulation aspects. Data were analyzed using a paired sample t-test. The results showed a significant increase in students’ learning motivation after the implementation of SRL strengthening psychoeducation (p < 0.05), indicating that this strategy is effective for enhancing motivation among high school students.
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