The Effect Of Autonomous Learning Strategy On Students' Identity Status

Zuvyati Aryani Tlonaen, Seprianus A. Nenotek

Abstract


Status identitas mahasiswa menggaris bawahi pada upaya mahasiswa berkomitmen dan berkesplorasi dalam menyelesaikan berbagai tugas dan tanggung jawab belajarnya sehingga dirasa perlu mempertimbangkan strategi belajar yang mendorong mahasiswa untuk bereksplorasi dan berkomitmen. Karena itu, tujuan penelitian ini adalah untuk menguji pengaruh strategi belajar otonomi terhadap status identitas mahasiswa dengan menggunakan metode kuantitatif dengan desain pre-test-post-test yang melibatkan sampel berjumlah 23 orang (M = 19.39; SD = 1.52). Pengumpulan data status identitas menggunakan kuisioner status identitas yang dikembangkan oleh Marcia terdiri dari 40 pernyataan, masing-masing status identitas terdiri dari 10 pernyataan. Analisis data menggunakan t-test. Hasil penelitian menunjukkan bahwa secara statistik tidak ada pengaruh yang signifikan terhadap status identitas mahasiswa sebelum dan setelah diberikan perlakuan strategi belajar otonomi. Data statistik menunjukkan bahwa nilai sig. lebih besar dari 0,05 (˃ 0.715). Dengan demikian, strategi belajar otonomi perlu dipertimbangkan untuk diujicobakan kepada siswa pada satuan pendidikan yang lebih rendah atau jika dilakukan pada tingkat universitas maka pengajar perlu menciptakan crisis dalam pembelajaran. Selain itu, pendekatan kualitatif perlu dipertimbangkan dalam penelitian serupa.


Keywords


Autonomy learning strategy, identity status, achievement

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References


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DOI: https://doi.org/10.31004/edukatif.v3i2.322

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