Electronic Theses and Dissertation

Self regulated learning merupakan salah satu kemampuan penting yang harus dimiliki siswa agar dapat mengelola proses belajarnya secara mandiri, terutama dalam mata pelajaran prakarya yang menuntut kreativitas, tanggung jawab, dan kedisiplinan. kenyataannya masih ditemukan siswa yang kurang mampu mengatur waktu belajar, kurang disiplin dalam menyelesaikan tugas, serta memiliki motivasi belajar yang rendah. penerapan metode reward dan punishment merupakan salah satu strategi pendidikan yang digunakan untuk memotivasi siswa dalam meningkatkan kualitas belajarnya, atau yang dikenal dengan pembelajaran yang diatur sendiri (self-regulated learning). penelitian ini bertujuan untuk mengetahui pengaruh pemberian reward dan punishment terhadap self-regulated learning siswa, dan menganalisis perbandingan pengaruh reward dan punishment terhadap self-regulated learning siswa pada mata pelajaran prakarya. penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif. populasi penelitian ini adalah siswa/i kelas viii smpn 3 ingin jaya dan sampel penelitian adalah 63 siswa/i ditentukan dengan menggunakan rumus slovin. pengumpulan data dilakukan dengan menggunakan kuesioner yang disebar secara offline kepada responden. kuesioner penelitian diuji dengan menggunakan uji validitas dan realibilitas. analisis data dilakukan melalui uji analisis deskriptif, uji regresi berganda, uji korelasi pearson product moment, uji koefisiensi determinan, dan uji signifikansi. hasil penelitian menunjukkan bahwa terdapat pengaruh reward dan punishment terhadap self-regulated learning siswa pada mata pelajaran prakarya di smpn 3 ingin jaya. hasil dari uji korelasi pearson product moment menunjukkan hasil uji (r hitung) diperoleh variabel x1 sebesar 0,413 dan variabel x2 sebesar 0,460 yang berada pada tingkat cukup kuat sehingga dapat dinyatakan memiliki hubungan yang positif dan signifikan. reward memiliki koefisien tidak terstandarisasi 0,406 dan beta 0,317, sedangkan punishment memiliki koefisien tidak terstandarisasi 0,396 dan beta 0,359 menunjukkan bahwa secara relatif punishment memiliki pengaruh yang sedikit lebih besar terhadap self-regulated learning. kesimpulan dari penelitian ini yaitu reward dan punishment berpengaruh terhadap selfregulated learning siswa. kata kunci : reward, punishment, self-regulated learning, mata pelajaran prakarya

Self-regulated learning is a crucial skill students must possess to manage their learning process independently, especially in Craft subjects, which demand creativity, responsibility, and discipline. In reality, students are still found to have poor time management skills, lack discipline in completing assignments, and have low learning motivation. The application of reward and punishment methods is one of the educational strategies used to motivate students in improving the quality of their learning, or known as self-regulated learning. This study aims to examine the effect of giving rewards and punishments on students' self-regulated learning and to analyze the comparison of the influence of reward and punishment on selfregulated learning in the Craft subject. This research uses a quantitative approach with a descriptive research design. The population of this study is the eighth-grade students of SMPN 3 Ingin Jaya, and the sample consists of 63 students determined using Slovin's formula. Data collection was conducted using questionnaires distributed offline to respondents. The research questionnaire was tested using validity and reliability tests. The data analysis techniques employed were descriptive analysis tests, multiple regression tests, Pearson product-moment correlation tests, coefficient of determination tests, and significance tests. The research results indicate that there is an influence of reward and punishment on students' self-regulated learning in the Prakarya subject at SMPN 3 Ingin Jaya. The results of the Pearson product-moment correlation test showed calculated r values of 0.413 for variable X1 and 0.460 for variable X2, which are at a moderately strong level, thus indicating a positive and significant relationship. Reward has an unstandardized coefficient of 0.406 and a Beta of 0.317, while punishment has an unstandardized coefficient of 0.396 and a Beta of 0.359, showing that relatively, punishment has a slightly greater influence on self-regulated learning. The conclusion of this research is that reward and punishment influence students' selfregulated learning. Keywords : Reward, Punishment, Self-Regulated Learning, Craft Subjects