Pengaruh Self-Regulated Learning dan Dukungan Sosial Terhadap Kematangan Karir pada Peserta Didik Madrasah Aliyah di Medan

Abstract

Penelitian ini memiliki 3 tujuan utama, yaitu: (1) melihat pengaruh self-regulated learning terhadap kematangan karir pada peserta didik Madrasah Aliyah (MA); (2) pengaruh dukungan sosial terhadap kematangan karirpada peserta didik di MA; dan (3) pengaruh self-regulated learning dan dukungan sosial terhadap kematangan karirpada peserta didik MA. Subyek dalam penelitian ini merupakan peserta didik MA di Kota Medan, yang berjumlah 310 orang. Metode pengambilan sampel yang digunakan yaitu probability sampling dengan teknik cluster sampling. Data yang diperoleh kemudian dianalisa dengan menggunakan analisis regresi, dimana hipotesa 1 dan 2 menggunakan regresi sederhana, sedangkan hipotesa 3 menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh self-regulated learning terhadap kematangan karir peserta didik MA,(2) terdapat pengaruh dukungan sosialterhadap kematangan karir peserta didik MA; dan (3) terdapat pengaruh self-regulated learning dan dukungan sosial terhadap kematangan karir peserta didik MA. Variabel self-regulated learning memberikan kontribusi yang lebih besar terhadap kematangan karir dibandingkan dengan variabel dukungan sosial. Implikasi dari penelitian ini yaitu peserta didik sebaiknya meningkatkan keterampilan self-regulated learningnya agar ia memilikikematangan karir.

This study has three main purpose, consist of: (1) seeing the effect of self-regulated learning on career maturity at Madrasah Aliyah (MA) students in Medan; (2) the influence of social support on career maturity at MA students in Medan; and (3) the effect of self-regulated learning and social support on career maturity at MA students in Medan. The subjects in this study were MA students in Medan City, totaling 310 people. The sampling method used is probability sampling with a cluster technique sampling. The data obtained are then analyzed using regression analysis, where hypotheses 1 and 2 use simple regression, while hypothesis 3 uses multiple regression. The results show that: (1) there is an effect of self-regulated learning on the career maturity of MA students in Medan, (2) there is an influence of social support on the career maturity of MA students in Medan; and (3) there is the influence of self-regulated learning and social support on the career maturity of MA students in Medan. Self-regulated learning’s variables contribute more to career maturity compared to the variables of social support. Implication of this study is that students should improve their self-regulated learning skills, so that they have career maturity.