ANALISIS FAKTOR-FAKTOR SELF REGULATED LEARNING MAHASISWA PENDIDIKAN TEKNOLOGI AGROINDUSTRI SETELAH MENGGUNAKAN APLIKASI SPOT UPI (SISTEM PEMBELAJARAN ONLINE TERPADU)

Penelitian ini bertujuan untuk mengetahui faktor-faktor self regulated learning yang dominan pada mahasiswa Pendidikan Teknologi Agroindustri setelah menggunakan Sistem Pembelajaran Online Terpadu (SPOT) dan mengetahui kemampuan self regulated learning pada mahasiswa Pendidikan Teknologi Agroindustri setelah menggunakan SPOT. Metode penelitian yang digunakan yaitu metode deskriptif kuantitatif. Instrumen yang digunakan yaitu angket mengenai self regulated learning dan angket mengenai penggunaan SPOT. Aspek yang dinilai pada angket self regulated learning terdiri dari (A) goal setting and planning, (B) rehearsing and memorizing, (C) organizing and transforming, (D) self evaluating, (E) self consequence, (F) seeking social assistance, (G) environmental structuring, (H) keeping records and monitoring, (I) seeking information, (J) reviewing records dan (K) other (help seeking). Teknik pengambilan sampel menggunakan teknik purposive sampling sebanyak 102 responden. Hasil penelitian menunjukkan kebanyakan mahasiswa menggunakan aplikasi SPOT UPI karena dosen pengampu mata kuliah juga menggunakan SPOT dan mahasiswa menggunakan SPOT untuk mengunduh materi perkuliahan. Hasil penelitian menunjukkan bahwa aplikasi SPOT UPI dapat mengembangkan dua kemampuan self regulated learning yaitu organizing and transforming (pengorganisasian dan pentransformasian) sebesar 70,59%. dan seeking information (mencari informasi) sebesar 70,59%. Faktor perilaku merupakan faktor yang paling dominan pada mahasiswa Pendidikan Teknologi Agroindustri setelah menggunakan aplikasi SPOT UPI dengan persentase sebesar 65,33%. Hasil penelitian ini menunjukkan bahwa aplikasi SPOT UPI dapat mendukung atau menunjang dua kemampuan self regulated learning yaitu organizing and transforming dan seeking information. ;---The study aims was to determine the dominant factors of self-regulated learning on students of Study program Agroindustry Technology Education after using the Integrated Online Learning System (SPOT) and to know the ability of self-regulated learning in the Agroindustry Technology Education students after using SPOT. The research method used was descriptive quantitative method. Instruments used was questionnaire about self-regulated learning and questionnaire about the use of SPOT. Aspects assessed in self-regulated learning questionnaire consist of (A) goal setting and planning, (B) rehearsing and memorizing, (C) organizing and transforming, (D) self evaluating, (E) self consequence, (F) seeking social assistance, (G) environmental structuring, (H) keeping records and monitoring, (I) seeking information, (J) reviewing records and (K) other (help seeking). Sampling technique using purposive sampling technique to 102 respondents. The result showed that most student use SPOT because lecturers also use SPOT and students use SPOT to download the course material. The result showed that SPOT UPI application can develop two capabilities of self-regulated learning that is organizing and transforming equal to 70,59% and seeking information (70,59%). Behavioral factor was the most dominant factor in the students of Agroindustry Technology Education after using SPOT UPI application with the percentage of 65,33%. The result showed that SPOT UPI application can support the two capabilities of self-regulated learning that is organizing and transforming and seeking information