Peran Tipe Kepribadian (Berdasarkan Konsep Stifin) dan Iklim Sekolah terhadap Self Regulated Learning Siswa SMP IT Madani Islamic School

Abstract

Adolescence is a critical period for student education, where students are in the transition period from childhood to adulthood which experiences changes in their biological, cognitive and socio-emotional conditions. Based on the stage of development, junior high school students should be able to have responsibility in learning, students are able to regulate themselves by learning. The focus of the study aims to examine the role of personality type (based on the STIFIn method) and school climate on self-regulated learning of junior high school students of IT Madani Islamic School. Sampling in this study used total sampling involving 300 students. Data collection used personality type data (based on STIFIn method), school climate scale and self regulated learning scale. The data analysis technique used in this study is multiple regression analysis. The results showed that STIFIn personality type and school climate contribute to self-regulated learning significantly with a value of F = 44.707 and a value of p <.05. Personality type and school climate give an effective contribution of 26.2% to self-regulated learning.