PENGARUH PEMBELAJARAN TEMATIK MENGGUNAKAN STRATEGI SELF-REGULATORY PROCESSES TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS V SEKOLAH DASAR

Abstract

This study aims to determine the effect of thematic learning using self-regulatory processes strategy toward the independence of learning in grade V primary school. This research is a quasi-experimental research with nonequivalent design pretest-posttest control group designs. The population of this study is218 people students of grade V elementary school in one elementary school in Bandung academic year 2017/2018 with a sample of 64 people two classes on the elementary school. The result of this research can be concluded that: (1) the level of learning independence in the control class is 57.2% which is sufficient category, (2) the level of learning independence in the experimental class is 60.6% which is sufficient category, and (3) the thematic learning influence using self-regulatory processes strategy to the independence of students learning grade V elementary school shows the level of significance of 0.499>0.05 so there is no influence of self-regulatory processes strategy of learning independence. Obtaining a correlation value of -0.199 shows the contribution of treatment given in the experimental class only 4%. This means that the influence of thematic learning using self-regulatory processes strategy toward the independence of students studying elementary school V grade is very low. However, there is a significant increase in the awareness aspect of student learning objectives with the acquisition level of significance of 0.00<0.05. That is, the self-regulatory processes strategy influence to increase awareness of the learning objectives of grade V elementary school students.