Hubungan Academic Self-Regulated Learning dan School Climate dengan Student Engagement
DOI:
https://doi.org/10.28926/briliant.v11i4.2525Keywords:
Academic self-regulated learning, school climate, student engagement, vocational high school studentsAbstract
This study aims to examine the relationship between academic self-regulated learning and school climate with student engagement among students at SMK Al Asror Semarang. This research employed a quantitative approach with a correlational design. The population consisted of all students at SMK Al Asror Semarang, with a sample of 134 students selected using a simple random sampling technique. Data were collected using psychological scale instruments, namely the Academic Self-Regulated Learning Questionnaire (ASLQ), School Climate Questionnaire (SCQ), and Student Engagement Scale (SES). Data analysis was performed using multiple linear regression analysis. The results showed that academic self-regulated learning had a positive and significant relationship with student engagement (B = 1.036, β = 0.716, p < 0.001), while school climate showed a positive but non-significant partial relationship (B = 0.711, β = 0.102, p = 0.093). Simultaneously, academic self-regulated learning and school climate had a significant relationship with student engagement, with an R² value of 0.570, indicating that both variables explained 57% of the variance in student engagement. These findings suggest that students’ ability to manage their learning processes is associated with their engagement in learning activities. Therefore, guidance and counseling services focusing on developing academic self-regulation can serve as a strategy to enhance student engagement.
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