| dc.description.abstract | Self-regulated learning is the ability to control oneself by involving metacognition, motivation, and behavior to be able to participate and play an active role in achieving a goal. Grit is persistence in achieving long-term goals. Self-regulated learning is closely related to grit in maintaining perseverance and interest in learning in the long term. This study aims to see if there is a relationship between grit and self-regulated learning in teachers of the Nurul Jadid School Foundation, Batam. This study had 50 teachers as respondents. The method in this study used a quantitative method with the instrument used in the form of a Likert scale, namely the grit scale by Rola (2023) based on aspects of grit according to Duckworth (2007) and self-regulated learning by Rola (2023) based on aspects of self-regulated learning according to Pintrich (1991). Data were analyzed using the Pearson Product Moment test. Based on the results of the data analysis, a significance value of 0.015 < 0.05 was obtained. This shows that there is a relationship between grit and self-regulated learning in teachers of the Nurul Jadid School Foundation, Batam. Meanwhile, the correlation value is positive, namely 0.343, which indicates a moderate positive relationship between grit and self-regulated learning. | en_US |
