KEMANDIRIAN BELAJAR MAHASISWA PENDIDlKAN TEKNIK MESIN DITINJAU DAR! ASAL SEKOLAH, TEMPAT TINGGAL, DAN LAMA STUDI
Abstract: he system employing
semester credit units requires students' good self-regulated learning in order
that they attain learning goals successfully. The present article concerns a
research aimed at knowing (l) of what level mechanical engineering students'
self dependence in learning was as seen from both their self-stated views about
their self-regulated learning and their self-regulated learning in practice;
(2) whether there was any difference in level of selfregulated learning among
those having different types of high school educational background; (3) whether
there was any difference in level of self-regulated learning among those having
studied for different numbers of semesters; and (4) whether the environment where
they live influences their self-dependence in learning, or, in other words,
their self-regulated learning. The research employed a positivistic approach
which was exploratory in nature. The population consistedof 254 students of the
Mechanical Engineering Education Study Program, Faculty of Engineering, State
University of Yogyakarta, who were taking courses in one even-numbered semester
or another in the academic year of 2005/2006. The sample size was 228 and the
research subjects were randomly selected. The data were compiled by using a closed
self-report type of questionnaire using a Linkert-type scale model. The data
were analyzed by means of non-parametric statistics using the Kruskal-Wallis
Test and the Mann-Whitney U Test since the data distribution did not fulfill
the inferential parametric analysis assumption The research findings indicate
that (1) the level of the students' self-regulated learning was very good
though the mean score for their self-regulated learning in practice is lower
than that for their self-stated views about their self-regulated learning; (2)
there is no difference in level of self-regulated learning between those with a
general high school educational background and those with a vocational high
school educational background, according to both their self-stated views on it
and their self-regulated learning inpractice; (3) there is no difference in
level of self-regulated learning between those who live with their family and
those who live at someoff-campus housing, according to both their self-stated
views on itand their self-regulated learning in practice; and (4) there is no difference
in level of self-regulated learning among those having studied for different
numbers of semesters, according to both their self-stated views on it and their
self-regulated learning in practice, excluding the views of those in their
second semester on their selfregulated learning.
Penulis: Pardjono
Kode Jurnal: jppendidikandd070015
