Kepribadian dan Self - Regulated Learning

https://doi.org/10.22146/jpsi.28530

Asina Christina Rosito(1*)

(1) Universitas HKBP Nommensen
(*) Corresponding Author

Abstract


There were few studies in Indonesia that had investigated the importance of personality in learning. This hypothesis of this study was there would be significance effect of the dimensions of personality based on Big Five Personality Traits Model on self-regulated learning. This study involved 342 college students. The instrument used were Big Five Personality scale and self-regulated learning scale. The result showed that 28,9% were categorized in extraversion type, 19% were categorized in conscientiousness, 17,5% in agreeableness and 14.9% were categorized in openness. Analysis of regression showed that there is significant effect of personality on self-regulated learning (R= 0,627; R2 = 39,3%; F= 43,43; p-value <0,001). Further analysis showed that between five dimen­sions of personality, only conscienstiousness and openness that have spesific contribution on self-regulated learning. It is important then to explore the most effective strategy to improve personal characteristics such as eager to learn new things, work hard and discipline


 

Abstrak. Kajian tentang dinamika kepribadian sebagai salah satu faktor yang memengaruhi perilaku belajar masih relatif minim dilakukan di Indonesia. Hipotesis yang diuji dalam penelitian ini adalah dimensi-dimensi kepribadian berdasarkan model Big Five Personality Traits dapat memprediksi self-regulated learning. Partisipan penelitian berjumlah 342 mahasiswa Universitas HKBP Nommensen. Teknik pengumpulan data menggunakan skala Big Five Personality dan skala self-regulated learning. Hasil analisis menunjukkan bahwa tipe neuroticsm mendominasi dimana ada 99 orang (28,9%) tergolong tipe ini, disusul dengan extraversion sebanyak 67 orang (19,6%). Selanjutnya, terdapat 65 orang (19,0%) dengan tipe kepribadian conscientiousness, 60 orang (17,5%) dengan tipe kepribadianagreeableness, dan yang paling sedikit adalah tipe kepribadian openness yaitu 51 orang (14.9%). Analisis regresi menunjukkan bahwa tipe kepribadian Big Five Personality Traits ini dapat memprediksi secara signifikan terhadap self-regulated learning (R= 0,627; R2 = 39,3%; F= 43,43; p-value <0,001) secara khusus untuk dimensi kepribadian conscienstiousness dan openness.


Keywords


big five personality traits; conscientiousness; opennes; personal characteristics in learning; self-regulated learning

Full Text:

PDF


References

Buju, S. (2013). Personality profile of students with technical academic performance. Procedia-Social and Behavioral Science, 78, 56-60.

Chamorro-Premuzic, T. & Furnham, A. (2003). Personality traits and academicexamination performance. European Journal of Personality, 17, 237-250. doi: 10.1002/per.473

Dewi, Z. L. (2004). Antesenden, pengalaman, ekspresi, dan kontrol marah pada orang Batak dan orang Jawa (Tesis). Depok: Program Pascasarjana Fakultas Psikologi Universitas Indonesia.

Duncan, T. C., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128. doi: 10.12 07/s15326985ep4002_6

Fasikhah, S. S. & Fatimah, S. (2013). Self-regulated learning (SRL) dalam meningkatkan prestasi akademik pada mahasiswa.Jurnal Ilmiah Psikologi Terapan, 1(1), 145-155. doi: 10.22219/ jipt.v1i1.1364

Feist, J. & Feist, J. G. (2008). Teori kepribadian (ed. 6). Yogyakarta: Pustaka Belajar.

Feist, J. & Feist, J.G.(2010). Teori kepribadian (Buku 2). Jakarta: Penerbit Salemba Humanika.

Furnham, A. & Chamorro-Premuzic, T. (2008). Personality, intelligence and approaches tolearning as predictors of academic performance. University College London: Elsevier.

Hakimi, S., Hejazi, E., & Lavasani, M.G. (2011). The relationship between personality traits and students’ academic achievement. Procedia-Social and Behavioral Science, 29, 836-845. doi: 10.1016/j.sbspro.2011.11.312

Hazrati-Viari, A., Rad, A. T., & Torabi, S. S. (2011). The effect of personality traits onacademic performance: The mediating role of academic motivation. Procedia-Social and Behavioral Science, 32, 367-371. doi: 10.1016/j.sbspro.2012. 01.055

Komarraju, M., Karau, S.J., & Schmeck, R. R. (2009). Role of the Big five personality traits in predicting college students’ academic motivation and achievement.Personality and Individual differences, 19, 47-52. doi: 10.1016/ j.lindif.2008.07.001

Komarraju, M., Karau, S.J., Schmeck, R. R., & Avdic, A. (2011). The Big five personality traits, learning styles, and academic achievement. Personality and IndividualDifferences, 51, 472-477. doi: 10.1016/j.paid.2011.04.019

Mega, C., Ronconi, L. & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131. doi: 10. 1037/a0033546.

Mularsih, H. (2010). Strategi pembelajaran, tipe kepribadian dan hasil belajar Bahasa Indonesia pada siswa Sekolah Menengah Pertama. Makara, Sosial Humaniora, 14(1), 65-74. doi: 10.7454/ mssh.v14i1.573

Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). Manual for the Use of Motivated Strategies for Learning Questioonaire (MSLQ).USA: National Centre for Research to Improve Postsecondary Teaching and Learning.

Pintrich, P. R., Smith, D. A. F, Garcia, T., Mckeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. doi: 10.1177/ 0013164493053003024

Rosito, A. C. & Ambarita, T. F. A. (2016). Pengkajian tipe kepribadian dan hubungannya dengan prestasi belajar pada siswa Sekolah Menengah Atas. Jurnal Psikologi Universitas HKBP Nommensen, 3(1), 39-64.

Sadeghy, A. R. & Mansouri, A. (2014). The relationship between learners’ goal oriented and self-regulated learning and their endorsement of L2 learning strategies. International Journal of Language Learning and Applied Lingustics World, 5(2), 574-593.

Santrock, J.W. (2009). Psikologi pendidikan (ed. 3). Jakarta: Salemba Humanika.

Schunk,D. H. (2005). Self-regulated learning: The educational legacy of Paul R.Pintrich. Educational Psycho­logist, 40, 85-94. doi: 10.1207/ s15326985ep4002_3

Sianipar, S. (2008). Gambaran kepribadian suku bangsa batak Toba menggunakan Big Five Inventory. Naskah tidak dipublikasikan. Universitas Sumatera Utara, Medan.

Surna, I. N. & Pandeirot, O. D. (2014). Psikologi pendidikan. Jakarta: Penerbit Erlangga

Susetyo, Y. F., & Kumara, A. (2012). Orientasi tujuan, atribusi penyebab, dan belajar berdasar regulasi diri. Jurnal Psikologi UGM, 39(1), 95-111. doi: 10.22146/jpsi.6969

Tekeng, N. Y., & Alsa, A. (2016). Peranan kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach terhadap belajar berdasar regulasi diri. Jurnal Psikologi UGM, 43(2), 85-106. doi: 10.22146/jpsi.22856

Zarafshani, K. Sharafi, L., & Rajabi, S. (2011).Using the Myers-Briggs Type Indicator (MBTI) in the teaching of entrepreneurial skills. International Journal of Science and Technology Education Research, 2(4), 66-74.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70. doi: 10.1207/s15430421tip4102_2

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodolo­gical developments, and future prospects. American Educational Research Journal, 45, 166-183. doi: 10. 3102/ 0002831 207312909





DOI: https://doi.org/10.22146/jpsi.28530

Article Metrics

Abstract views : 33304 | views : 27877

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2018 Jurnal Psikologi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons LicenseJurnal Psikologi (jpsi) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.