Pengaruh Keterampilan Metakognitif dan Regulasi Diri Terhadap Kemandirian Belajar Siswa Kelas 5 Sekolah Dasar Se-Kapanewon Kalasan

Abstract

This study was motivated by the low level of student learning independence. This prompted the need for an investigation into the independent variables suspected of influencing learning independence, particularly metacognitive skills and self-regulation. The purpose of this study was to determine the partial and simultaneous effects of these two variables on student learning independence. This study used a quantitative approach with an ex-post facto research design. The study population consisted of all 770 fifth-grade students in public elementary schools in Kapanewon Kalasan, with a sample of 263 students selected through proportional random sampling. Data were collected using a psychological scale that had been tested for validity and reliability. Data analysis was conducted using multiple linear regression, supplemented by tests for normality, linearity, multicollinearity, and heteroscedasticity. The results of the study indicate that metacognitive skills and self-regulation simultaneously have a significant effect on student learning independence of 30.9%. Partially, metacognitive skills have an effect of 5.1%, while self-regulation has an effect of 25.5%. These findings emphasise the importance of developing metacognitive skills and self-regulation to enhance student learning independence.