The relationship of adversity quotient and learning environment with self-directed learning
(1) Universitas Negeri Padang
(2) Universitas Negeri Padang
(*) Corresponding Author
Abstract
Self-directed learning is where individuals learn on an initiative without expecting the help of others to achieve their learning goals. However, it was found that students did not want to learn directly, did not have the initiative in doing assignments, rarely used existing books, did not take advantage of school facilities and some students often cheated on their friends' assignments. This is caused by various factors such as adversity quotient and learning environment.This study aims to analyze the relationship between adversity quotient and learning environment with self-directed learning. This study uses a descriptive correlational quantitative method. The research sample was students of class X and XI of SMA Negeri 13 Padang totaling 249 students, taken using a proportional random sampling technique. This study uses the adversity quotient instrument, learning environment, and self-directed learning. Data were analyzed by simple regression and multiple regression.The results of this study indicate that on average the adversity quotient is in the high category, the learning environment is in a good category, the self-directed learning is in a good category, there is a positive and significant relationship between the adversity quotient and self-directed learning, between the learning environment and self-directed learning, and between adversity quotient and learning environment with self-directed learning.
References
Aziz, A., & Basry, B. (2017). Hubungan antara kompetensi guru dan kepercayaan diri dengan kemandirian siswa SMPN 2 Pangkalan Susu. Jurnal Psycho Mutiara, 1(1), 15–29.
Basri, H. (2000). Remaja berkualitas (problematika remaja dan solusinya). Pustaka Belajar.
Bosch, C., Mentz, E., & Goede, R. (2019). Self-directed learning: A conceptual overview. Self-Directed Learning for the 21st Century: Implications for Higher Education (NWU Self-Directed Learning Series), 1, 1–36.
Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed learning: a tool for lifelong learning. Journal of Marketing Education, 36(1), 20–32.
Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research and practice. Routledge.
Dewi, M., & Suhendri, H. (2017). Pengaruh kemandirian dan ketahanmalangan (adversity quotient) terhadap kemampuan pemecahan masalah matematika. Journal.lppm unindra, 3, 724–735.
Effendi, M., Matore, E. M., & Khairani, A. Z. (2016). Correlation between adversity quotient (AQ) with IQ, EQ, and SQ among polytechnic students using the Rasch model. Indian Journal of Science and Technology, 9(1), 1–8. doi.org/10.17485/ijst/2016/v9i47/108695
Hamalik, O. (2015). Proses belajar mengajar. Bumi Aksara.
Heru, S., & Abdullah, S. I. (2012). Bimbingan dan konseling belajar bagi siswa di sekolah. Rajawali.
Hidayat, W., Wahyudin, & Prabawanto, S. (2018). Improving students’ creative mathematical reasoning ability through adversity quotient and argument-driven inquiry learning. Journal of Physics: Conference Series, 948(1). doi.org/10.1088/1742-6596/948/1/012005
Hiemstra, R. (2006). Pembelajaran Kendiri. The International Encyclopedia of Education, 1994, 1–11. http://home.twcny.rr.com/hiemstra/sdlhdbk.html
Hiemstra, R., & Brook, R. M. (2012). Reframing the meaning of self-directed learning: An updated model. Saratoga Spring, 45, 155–161.
Juwita, I. (2017). Hubungan adversity quotient dan self efficacy dengan stres pada mahasiswa prodi bimbingan dan konseling Islam (bki) iain langsa. In Solid State Ionics (Vol. 2, Issue 1). Universitas Medan Area.
Kartadinata, S. (2001). Kemandirian belajar dan orientasi nilai mahasiswa. PPS.
Miarso, Y. (2004). Menyemai benih teknologi pendidikan (1st ed.). Kencana.
Moerdiyanto, M. S. (2014). Pengaruh kedisiplinan dan kemandirian belajar terhadap hasil belajar ekonomi madrasah aliyah di Kecamatan Praya. Jurnal Harmoni Sosial, 1(1), 43–56.
Mudjiman, H. (2007). Belajar mandiri. UNS Press.
Munib, A., Hadikusumo, K., Budiyono, & Suryono, S. (2005). Pengantar ilmu pendidikan. UPT UNNES Press.
Naibaho, L. (2019). The effectiveness of independent learning methods on students’ speaking achievement at the Christian University of Indonesia Jakarta. Asian EFL Journal Research Articles, 23(6), 142–154.
Nurhayati, E. (2016). Bimbingan, konseling & psikoterapi inovatif. Pustaka Belajar.
Parvathy, D. U., & Praseeda, M. (2014). Relationship between Adversity Quotient and Academic Problems among Student Teachers. IOSR Journal of Humanities and Social Science, 19(11), 23–26. doi.org/10.9790/0837-191172326
Phoolka, S., & Kaur, N. (2012). Adversity Quotient: A new paradigm to explore. International Journal of Contemporary Business Studies, 3(4), 227–244. http://www.akpinsight.webs.com
Puspitasari, H. M., & Sutriyono. (2017). Hubungan kemandirian belajar dan kedisiplinan belajar terhadap prestasi belajar matematika. Jurnal Mitra Pendidikan (JMP Online), 1(10), 1007–1020.
Sinamo, J., & Udiani, C. M. (2010). 8 etos keguruan. Institut Darma Mahardika.
Siphai, S. (2015). Influences of moral, emotional, and adversity quotient on good citizenship of Rajabhat Universities Students in the Northeast of Thailand. Educational Research and Reviews, 10(17), 2413–2421. doi.org/10.5897/err2015.2212
Slameto. (2010). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Stoltz, P. G. (2005). Adversity quotient : Mengubah hambatan menjadi peluang. Alih bahasa : Hermaya. Grasindo.
Sugianto, I., Suryandari, S., & Age, L. D. (2020). Efektivitas model pembelajaran inkuiri terhadap kemandirian belajar siswa di rumah. Jurnal Inovasi Penelitian, 1(3), 159–170. doi.org/10.47492/jip.v1i3.63
DOI: 10.24036/005449ijaccs
Article Metrics
Abstract View : 216 timesPDF : 126 times
Refbacks
- There are currently no refbacks.