Pengaruh Self-Regulated Learning terhadap Kemampuan Berpikir Kritis Siswa di Indonesia
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Abstract
Penelitian ini bertujuan untuk mengkaji pengaruh pembelajaran yang diatur sendiri, motivasi intrinsik, dan metakognisi terhadap keterampilan berpikir kritis siswa di Indonesia. Pendekatan kuantitatif digunakan, melibatkan 250 peserta siswa dari berbagai lembaga pendidikan di Indonesia. Data dikumpulkan melalui kuesioner terstruktur berdasarkan skala Likert 5 poin dan dianalisis menggunakan Structural Equation Modeling - Partial Least Squares (SEM-PLS 3). Hasil penelitian menunjukkan bahwa pembelajaran yang diatur sendiri, motivasi intrinsik, dan metakognisi secara positif dan signifikan mempengaruhi keterampilan berpikir kritis siswa. Di antara faktor-faktor tersebut, metakognisi ditemukan memiliki pengaruh terkuat, diikuti oleh pembelajaran yang diatur sendiri dan motivasi intrinsik. Hasil ini menyoroti pentingnya mengembangkan keterampilan regulasi diri, motivasi intrinsik, dan metakognisi untuk meningkatkan kemampuan berpikir kritis. Studi ini menekankan perlunya pendidik mengintegrasikan strategi yang mempromosikan faktor-faktor tersebut ke dalam kurikulum untuk meningkatkan kemampuan pemecahan masalah dan pengambilan keputusan siswa.
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