Self-Regulated Learning of Javanese Junior High School Students in
Indonesia
Said Alhadi, Wahyu Nanda Eka Saputra, Agus Supriyanto, Prima Suci Rohmadheny and Amien
Wahyudi
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Keywords: Self-Regulated Learning, Academic Success, Learning Outcomes.
Abstract: One component that influences the learning outcomes of junior high school students is self-regulated
learning. Self-regulated learning is a learning situation where students possess control over the learning
process through knowledge and application of appropriate strategies, understanding of their tasks,
strengthening decision-making and learning motivation. Self-regulated learning places the importance of a
person’s ability to learn self-discipline and self-control, especially when faced with difficult tasks. This
component plays an essential role to determine the level of the junior high school students self-regulated
learning. This study is a quantitative descriptive study that aims to identify the level of self-regulated
learning of Muhammadiyah junior high school students in Bantul District, Yogyakarta, Indonesia. The
population of this study was the students of 14 Muhammadiyah Junior High Schools in Bantul. This study
employed cluster sampling technique with N = 300 students in 16 Muhammadiyah junior high school in
Bantul District. The instrument used is the self-regulated learning scale. Data analysis in this study is
descriptive statistic with percentage and standard deviation technique. The results of this study show that
5% of students were in the very high category, 27.3% were in the high category, 41.3% were in the medium
category, 23.7% were in the low category, and 2.7% were in the very low category. The result of this study
can be used as a guide for counselors to develop counseling strategies to improve self-regulated learning
students.
1 INTRODUCTION
One of the purposes of education is that the students
can learn independently without force from any
parties. Self-regulated learning becomes one of the
elements that can stimulate students to learn
independently, and this competence is essential for
them to possess (Kistner et al., 2010; Wirth and
Leutner, 2008). The students need to show this in
school to gain academic success. Based on some
studies, self-regulated learning is one of the factors
that improve the students’ academic performance,
learning outcome and academic achievement (Banu,
2013; Caprara et al., 2008; Cobb Jr, 2003; Kosnin,
2007; Mega et al., 2014; Zimmerman, 2013).
School counselor as the part of the school plays a
vital role in improving students self-regulated
learning, especially for Junior high school students.
Counselor possesses various competencies to
identify and to improve self-regulated learning of
Junior High School students. The counselor needs to
know the level of self-regulated learning of Junior
High School students because it is one of the
determiners of the students learning outcome.
Knowing the level of students self-regulated
learning will help the counselor in designing the
guidance and counseling program for improving the
students self-regulated learning.
Self-regulated learning is a concept of how
students become the regulator of their learning
(Zimmerman and Martinez-Pons, 1990). It
emphasizes the importance of controlling and
regulating ourselves, especially when facing difficult
tasks. Moreover, self-regulated learning also
emphasizes the importance of initiative since it is a
learning process caused by self-initiative. Students
who possess initiative show abilities to use their
thought, sense, strategy, and behavior to gain their
purpose (Zimmerman, 2002). Students view learning
as an activity that students do proactively, rather
than as a reactive event of a given teaching process
(Zimmerman, 2013). Some studies show that self-
186
Alhadi, S., Saputra, W., Supriyanto, A., Rohmadheny, P. and Wahyudi, A.
Self-Regulated Learning of Javanese Junior High School Students in Indonesia.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 186-190
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

regulated learning affects students learning outcome
(Kosnin, 2007; Latipah, 2010; Mousoulides and
Philippou, 2005).
Some studies show that self-regulated learning is
still a problem for junior high school students. The
results showed that 3,23% of subjects in the low
category, 80,65% of subjects were moderate and
16,13% of subjects were in high category
(Adicondro and Purnamasari, 2012). Another study
mentions that 45.8% of students have high self-
regulated learning, while 54.2% of students have
low self-regulated learning (Savira and Suharsono,
2013). Differentiating from previous research, this
study identifies the level of self-regulated learning
by using a self-regulated learning scale with two
indicators, a willingness to understand the lessons
given and show a proactive attitude in learning.
It is the students conscious attempt to regulate
things relate to their independent learning. Good
self-regulation in learning leads to the students’
academic success. The more students can regulate
their learning; they will able to gain their desired
purpose. The counselor shall take an active role in
assisting the students to develop self-regulated
learning. Mostly, students with high achievement is
a self-regulated learner. Students self-regulated
learning covers ability to determine score they
desire, to plan the schedule, to divide playing time
and learning time, and to prepare for the exam so
their achievement in the school will be improved
(Susanto, 2006). One of guidance and counseling
services namely informational guidance can be
given to improve students self-regulated learning
(Adiningtyas, 2016).
This study tries to describe the level of students
self-regulated learning in the entire Muhammadiyah
Junior High School in Bantul Regency. This study is
expected to be the basis of the future study in the
similar context. Self-regulated learning is one of the
student’s basic competence. However, if it is not
well developed, it will affect negatively on the
students. Before designing a program to develop
self-regulated learning, the counselor needs to
observe the field condition on the profile of students
self-regulated learning, so the designed program will
be effective.
2 METHODS
This was a descriptive quantitative study. The result
of this study would be in the form of actual data of
the level of students self-regulated learning in the
entire Muhammadiyah Junior High School in Bantul
Regency. The population in this study was the
students of 16 Muhammadiyah Junior High School
in Bantul Regency. The sample of the study was 300
students and taken by using cluster sampling
technique. To collect the data, this study employed
self-regulated learning scale. It consists of two
primary indicators namely the involvement in
understanding the given subject and the proactive
attitude in learning. The data analysis in this study
was done by using descriptive statistic with
percentage technique; its function is to describe the
observed object through sample or population
(McMillan and Schumacher, 1984).
3 RESULTS AND DISCUSSION
The quantitative descriptive analysis using SPSS
20.00 showed the data in the table 1.
Table 1: Descriptive statistics.
N
Min
Max
Mean
Std.
Deviation
Variance
SRL
300
49
103
78.90
9.767
95.388
Valid N
(listwise)
300
Based on the data showed in table 1, the total of
the sample participated in this study were 300
students. The lowest score of the level of self-
regulated learning was 49, while the highest score
was 103. The students self-regulated learning
Muhammadiyah Junior High School in Bantul
regency was in the average of 78.9. Its standard
deviation was 9.767 by the variance of 95.388.
Based on the data analysis showed in table 1, 5%
of the students possess self-regulated learning which
was categorized as very high, 27.3% was
categorized as high, 41.3% was categorized as
medium, categorized as low was 23.7%, and
categorized as very low was 2.7%. The students
self-regulated learning Muhammadiyah Junior High
School in Bantul regency are described in figure 1.
Self-Regulated Learning of Javanese Junior High School Students in Indonesia
187

Figure 1: Self-regulated learning of students.
The result of the study showed that to date, self-
regulated learning is a problem that has not been
maximally solved. Nowadays, self-regulated
learning is an essential aspect. Issues such as
students failure in achieving the learning goal, the
university students who are frustrated by their tasks
demand a new self-regulated and self-directed
learning (Zimmerman and Martinez-Pons, 1990).
Also, in today learning, the purpose is to free the
students from their need of teacher so that they can
learn independently. To be independent learners,
they shall be self-regulated learners (Woolfolk,
1995).
Based on some studies, self-regulated learning
affects the students’ academic performance in the
classroom. The result of the study shows that self-
regulated learning significantly relates to the
academic performance (Cobb Jr, 2003). The
academic performance affects learning achievement.
High academic performance tends to lead to high
academic achievement. In reverse, low academic
performance tends to lead to low academic
achievement. Students with good self-regulated
learning skill can control and to coordinate
themselves to participate the learning process
maximally, so it will significantly affect the learning
achievement (Zimmerman and Schunk, 2011).
Self-regulated is an essential variable for the
students since it affects their learning achievement.
A study found that there is a significant positive
relationship between self-regulated learning and the
students autonomy in the acceleration program of
SMA Negeri 1 Purworejo (Afianti, 2010). That
study showed that the students autonomy affects the
students learning outcome. Some other studies also
find similar studies. Those studies find that self-
regulated learning is one of the essential predictors
of academic achievement (Jannah, 2015; Latipah,
2010; Zimmerman and Schunk, 2013; Zumbrunn et
al., 2011). Consequently, the use of self-regulated
learning strategy shall be considered to obtain high
learning outcome. Specifically, a study shows that
self-regulated learning account 14,7% of students
learning outcome, while the rest of it is affected by
other variables (Fajarwati, 2013).
The studies conducted outside Indonesia also
show the similar result. These studies aimed to
investigate the relationship between self-regulated
learning and the academic achievement. The result
of the study indicates that self-regulated learning is a
significant predictor of Malaysian university
students academic achievement (Kosnin, 2007).
That study shows that self-regulated learning is an
essential dimension or aspects to determine the
Malaysian university student’s academic
achievement. Another study showed that there is a
significant positive correlation between three
dimensions of self-regulated learning (motivation
and learning action, planning and goal setting,
learning strategy and assessment) and the
participants GPA (Banu, 2013). The qualitative
analysis reveals two factors of success, as the
success participants feel that they like to get a high
score. On the contrary, the students who fail state
that they do not like their field of study. This study
provides additional literature showing the
relationship between the self-regulated learning and
the academic achievement of the university students
in Turkey.
Self-regulated learning does not affect only on
students’ academic aspects but also effect on the
other aspects. Another study showed that there is a
significant positive relationship between self-
regulated learning and problem-solving ability on
the students of faculty of psychology of Universitas
Muhammadiyah Surakarta (Putri, 2014). Self-
regulated learning contributes 70.7% to the students
problem-solving ability. Higher self-regulated
learning leads to the higher ability of students’
problem solving and vice versa.
Self-regulated learning becomes popular when
an expert brings this concept into the world of
education (Zimmerman, 1989). Self-regulated
learning is developed from the social cognitive
theory (Bandura, 1986) which states that human is
the result of the interdependent causal structure of
person, behavior, and environment (Bandura et al.,
1999). These three aspects are the determinants of
self-regulated learning. These aspects relate each
other where a person is trying to be self-regulated, it
results in his/her performance or behavior which
effects on the environment, and so on (Bandura,
1986).
Self-regulated learning is the combination of
learning skill and self-control that makes learning
easier, so the students become more motivated
(Glynn et al., 2005). They possess the skill and will
to learn (Murphy and Alexander, 2000). Self-
regulated students transform their mental skill into
academic strategies and skills (Zimmerman, 2002).
5%
27%
41%
24%
3%
Very high
High
Medium
Low
Very low
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4 CONCLUSIONS
Self-regulated learning is a competence that students
shall possess. In fact, it still becomes a problem for
them. Various problems about self-regulated
learning still emerge, and these become the concern
of the responsible parties. One concern about the
low impact of self-regulated learning is the decline
in academic achievement and student academic
success. The result of this study supposes to be the
school concern to optimize the counselor
performance in designing a guidance and counseling
program to improve self-regulated learning of
students.
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