Meningkatkan motivasi belajar siswa korban bullying melalui teknik self-regulation
Abstract
Learning motivation has an important role in increasing student achievement. Students with high learning motivation have a strong desire to complete their assignments as well as possible. Meanwhile, students who have low learning motivation tend not to be enthusiastic in completing assignments so that it affects their achievement at school. There are various factors that influence the decrease in student learning motivation, one of which is bullying. Bullying often occurs in the school environment. The impacts are various, such as anxiety, fear, and even reluctance to go to school. This makes bullying one of the causes of decreased motivation to learn. The self-regulation technique applied can help students increase learning motivation. Self-regulation in students helps students understand themselves, increase self-confidence and be able to control themselves well. The purpose of this study was to see the relevance of bullying to decreased student motivation and the effectiveness of self-regulation techniques to increase student motivation, through the method of literature study. The results of the literature study show that self-regulation techniques can help increase learning motivation in students who are victims of bullying.
Downloads
References
Amira, R. D., & Muhid, A. (2020). Self Regulated Learning, Self-Esteem, Dukungan Sosial dan Flow Akademik. Indonesian Psychological Research, 2(2), 65–74. https://doi.org/10.29080/ipr.v2i2.393
Amrina, P. (2013). Pengaruh Bullying Terhadap Motivasi Belajar Siswa Kelas VII di SMPN 31 Samarinda. Jurnal Motivasi, 1(1), 1–16.
Barizi, A., & Oktavia, N. (2022). Pemikiran TRansformasi Pendidikan Islam di Indonesia. Pustaka Peradaban.
Dimyati, & Mudjiono. (2006). Belajar dan Pembelajaran. Rineka Cipta.
Dwipayanti, I. A. S., & Indrawati, K. R. (2014). Hubungan Antara Tindakan Bullying dengan Prestasi Belajar Anak Korban Bullying pada Tingkat Sekolah Dasar. Jurnal Psikologi Udayana, 1(2). https://doi.org/10.24843/JPU.2014.v01.i02.p04
Efklides, A., Schwartz, B. L., & Brown, V. (2017). Handbook of Self-Regulation of Learning and Performance (2nd ed.).
Emda Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh, A. (2017). KEDUDUKAN MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN. In Lantanida Journal (Vol. 5, Issue 2).
Fitriya, F., & Lukmawati, L. (2017). Hubungan antara regulasi diri dengan perilaku prokrastinasi akademik pada mahasiswa Sekolah Tinggi Ilmu Kesehatan (Stikes) Mitra Adiguna Palembang. Psikis : Jurnal Psikologi Islami, 2(1). https://doi.org/10.19109/psikis.v2i1.1058
Hidayah, R. (2012). Bullying dalam Dunia Pendidikan. Ta’allum: Jurnal Pendidikan Islam, 22(1), 97–105.
Jelita, N. S. D., Purnamasari, I., & Basyar, Moh. A. K. (2021). Dampak Bullying Terhadap Kepercayaan Diri Anak. Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 11(2), 232–240. https://doi.org/10.24176/re.v11i2.5530
Lomu, L., Sri, D., & Widodo, A. (n.d.). Prosiding Seminar Nasional Etnomatnesia PENGARUH MOTIVASI BELAJAR DAN DISIPLIN BELAJAR TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
Mudiantoro, H. Q., & Muhid, A. (2022). Efektivitas Layanan Bimbingan Konseling Kelompok dengan Teknik Self-Regulation dalam Meningkatkan Motivasi Belajar Siswa. AL-IRSYAD, 12(1), 48. https://doi.org/10.30829/al-irsyad.v12i1.12195
Murtiningsih, E. (2021). Model Pembelajaran STAD Untuk Meningkatkan Motivasi Dan Prestasi Belajar Siswa 8I SMPN 1 Dolopo. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 5(2), 198–207. https://doi.org/10.33369/diklabio.5.2.198-207
Palupi, R. (2014). Hubungan antara Motivasi Belajar dan Presepsi Siswa Terhadap Kinerja Guru dalam Mengelola Kegiatan Belajar dengan Hasil Belajar IPA Siswa Kelas VII di SMPN 1 Pacitan. Jurnal Teknologi Pendidikan Dan Pembelajaran, 22, 157–170.
Pranoto, H., Atieka, N., Fajarwati, R., & Septora, R. (2018). Layanan Bimbingan Kelompok dengan Teknik Self-Regulation Untuk Meningkatkan Motivasi Belajar Mahasiswa. Indonesian Journal of Educational Counseling, 2(1), 87–112. https://doi.org/10.30653/001.201821.24
puluhulawa, E. (2018). Hubungan Bullying dengan Prestasi Belajar Siswa SMP Negeri 6 Kota Gorontalo.
Rahayu, B. A., & Permana, I. (2019). Bullying di Sekolah : Kurangnya Empati Pelaku Bullying dan Pencegahan. Jurnal Keperawatan Jiwa, 7(3), 237. https://doi.org/10.26714/jkj.7.3.2019.237-246
Santrock, J. W. (2007). Psikologi Pendidikan (2nd ed.). Kencana.
Sardiman. (2018). Interaksi dan Motivasi Belajar Mengajar (1st ed.). Rajawali Pers.
Sitanggang, R. (2021). Peran Guru Bimbingan dan Konseling dalam Meningkatkan Motivasi Belajar Siswa di Era COVID-19 (Studi Literatur). EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(6), 5101–5108. https://doi.org/10.31004/edukatif.v3i6.1647
Suciati, & Irawan, P. (2006). Teori Belajar dan Motivasi. PAU-PPAI Universitas Terbuka.
Tauvan, F. (2016). Hubungan antara Regulasi Emosi dan Kontrol Diri dengan Perilaku Bullying. Universitas Pendidikan Indonesia.
Copyright (c) 2024 Maqhfira Maulia Rossyka
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
