Efektivitas Terapi Realitas untuk Meningkatkan Self Regulated Learning pada Mahasiswa Underachiever di Universitas Sumatera Utara

Abstract

The purpose of this study was to look at the effectiveness of reality therapy intervention to improve self regulated learning in underachiever students. Reality therapy used in this study was four WDEP steps (wants, direction and doing, evaluation, and planning and commitment) (Glasser and Wubbolding in Corey, 1996). The experimental study used pretest-posttest control group design involved 10 underachiever students who were divided into two groups : 5 students belong to experimental group and 5 students belong to control group. Measuring instruments used was self regulated learning scale and its reliability was 0.947 and validity of scale was examined by professional judgement. Data analysis used was non parametric stastistic Wilcoxon and Mann-Whitney. The results showed that (1) reality therapy effective to improve self regulated learning in underachiever students (p < 0.05), (2) the effects of reality therapy persisted up to 1 week after intervention administered (p > 0.05), (3) effect of reality therapy showed various resuts, self regulated learning’s category of two students changed from low to high while the category of the other three students changed from low to medium, and (4) Variations result on subjects determined by the subject’s ability to make behavior plan at the planning and commitment step.

Penelitian ini bertujuan untuk melihat efektivitas intervensi terapi realitas untuk meningkatkan self regulated learning pada mahasiswa underachiever. Perlakuan yang diberikan berupa empat langkah WDEP (wants, direction and doing, evaluation, serta planning and commitment) (Glasser dan Wubbolding, dalam Corey, 1996). Adapun desain eksperimen adalah pretest-posttest control group design, dengan subjek mahasiswa Universitas Sumatera Utara yakni 5 orang sebagai kelompok eksperimen dan 5 orang sebagai kelompok kontrol. Alat ukur yang digunakan adalah skala self regulated learning dengan reliabilitas sebesar 0.947 dan uji validitas menggunakan professional judgement. Teknik analisis data menggunakan statistik non parametrik Wilcoxon dan Mann Whitney. Hasil penelitian menunjukkan bahwa (1) Terapi realitas efektif meningkatkan self regulated learning pada mahasiswa underachiever (p < 0.05), (2) Efek dari terapi realitas tetap bertahan hingga 1 minggu setelah terapi diberikan (p > 0.05), (3) Terapi realitas memberikan hasil yang bervariasi pada 5 orang subjek, yakni dua orang subjek mengalami perubahan kategori self regulated learning dari rendah ke tinggi dan tiga orang subjek dari rendah ke sedang, dan (4) Variasi hasil pada subjek ditentukan oleh kemampuan subjek dalam membuat rencana perilaku pada tahapan planning and commitment.