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(Budiluhur University, Indonesia)(2) Asmadi Asla
(Gajah Mada University, Indonesia)(3) Anizar Rahayu
(Persada Indonesia University YAI Jakarta, Indonesia)*corresponding author
AbstractThis study aims to hagoslot examine the effect of self-efficacy on self-regulated learning with a growth mindset as a mediator, within the context of a student-centered progressive learning paradigm. In a wede168 student-centered learning approach, it was found that high intelligence does not guarantee good self-regulation skills. Previous literature indicates that self-efficacy has a significant relationship with self-regulated learning skills, while a growth mindset is suspected to play a mediator in this relationship. This study used a quantitative approach with a correlational survey method. The study population was all 1,800 students at SMA Negeri 14 Bekasi City. A sample of 317 students was determined based on the Krejcie & Morgan table, and the number of data processed was 318 respondents. The results showed that self-efficacy has a positive influence on self-regulated learning at a significance level of p < 0.05. In addition, a growth mindset was proven to mediate the relationship between self-efficacy and self-regulated learning. The conclusion of this study emphasizes the importance of strengthening self-efficacy and cultivating a growth mindset as strategies in improving student learning independence, especially in the implementation of the Independent Curriculum. It is recommended that educators and policymakers integrate growth mindset training into student character development programs. This research provides important additional data for the development of self-regulated learning theory and the implementation of a curriculum focused on student competencies.This study aims to examine the effect of self-efficacy on self-regulated learning with a growth mindset as a mediator, within the context of a student-centered progressive learning paradigm. In a student-centered learning approach, it was found that high intelligence does not guarantee good self-regulation skills. Previous literature indicates that self-efficacy has a significant relationship with self-regulated learning skills, while a growth mindset is suspected to play a mediator in this relationship. This study used a quantitative approach with a correlational survey method. The study population was all 1,800 students at SMA Negeri 14 Bekasi City. A sample of 317 students was determined based on the Krejcie & Morgan table, and the number of data processed was 318 respondents. The results showed that self-efficacy has a positive influence on self-regulated learning at a significance level of p < 0.05. In addition, a growth mindset was proven to mediate the relationship between self-efficacy and self-regulated learning. The conclusion of this study emphasizes the importance of strengthening self-efficacy and cultivating a growth mindset as strategies in improving student learning independence, especially in the implementation of the Independent Curriculum. It is recommended that educators and policymakers integrate growth mindset training into student character development programs. This research provides important additional data for the development of self-regulated learning theory and the implementation of a curriculum focused on student competencies.
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DOIhttps://doi.org/10.47679/ijcc.v4i1.1239 |
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