Peran Emotional Agility dan Iklim Sekolah terhadap Self-Regulated Learning pada Santri di Pondok Pesantren

Abstract

The numerous subjects and dense schedules in modern Islamic boarding schools present unique challenges for students. Students must be able to learn independently in order to achieve the targets set by the boarding school. This independent learning is referred to as self-regulated learning (SRL). The inability of santri to learn independently will affect the learning outcomes they achieve during their time at the boarding school. This study examines the roles of (1) emotional agility on the growth pathway type and well-being pathway type in SRL; (2) school climate on the growth pathway type and well-being pathway type in SRL; (3) the roles of emotional agility and school climate on the growth pathway type and well-being pathway type in SRL among MTS (Madrasah Tsanawiyah) students in modern Islamic boarding schools. The sample in this study consists of 350 individuals. The sampling technique used is non-probability, specifically purposive sampling, and a Likert scale is used for data collection. The data analysis employed is CFA for construct validity and multiple regression using JASP 0.19.0. The results of the study indicate that (1) emotional agility positively contributes to the improvement of the growth pathway type in SRL but does not contribute to the well-being pathway type in SRL; (2) school climate positively contributes to the improvement of both the growth pathway type and the well-being pathway type in SRL; (3) emotional agility and school climate positively influence both types of SRL. This study shows that enhancing emotional agility among santri and creating a positive school climate can help santri in performing self- regulated learning in both the growth pathway and well-being pathway types.