Hubungan social support dengan self regulated learning pada santri kelas intensif di Pondok Pesantren Darussalam Kersamanah Garut

INDONESIA: Santri yang tinggal di pondok pesantren memerlukan kemampuan pengaturan diri yang baik agar mampu mengikuti kegiatan yang ada di pondok secara maksimal, terutama dalam proses belajar yang dalam kajian psikologi diistilahkan sebagai self regulated learning. Begitupula bagi santri kelas intensif yang memiliki jumlah mata pelajaran yang lebih banyak dari pada kelas regular dan aktivitas yang intensif dalam proses belajar. Selain itu, social support atau dukungan sosial dari lingkungan santri di pondok juga diperlukan untuk membantu menyelesaikan segala permasalahan pada santri dan juga berkaitan dengan kemampuan self regulated learning santri. Sehingga rumusan masalah pada penelitian ini yaitu 1) bagaimana tingkat social suppor, 2) tingkat self regulated learning dan 3) adakah hubungan antara social support dengan self regulated learning pada santri kelas intensif di Pondok Pesantren Darussalam Kersamanah Garut. Penelitian ini bertujuan untuk 1) mengetahui tingkat social support pada santri kelas intensif di Pondok Pesantren Darussalam Kersamanah Garut, 2) mengetahui tingkat self regulated learning pada santri kelas intensif di Pondok Pesantren Darussalam Kersamanah Garut, 3) membuktikan adanya hubungan antara social support dengan self regulated learning pada santri kelas intensif di Pondok Pesantren Darussalam Kersamanah Garut Metode penelitian ini menggunakan pendekatan kuantitatif dengan analisis korelasi Product Moment Pearson, 134 subjek penelitian melalui teknik sampling Proportionate stratified random sampling. Alat ukur yang digunakan adalah Child and Adolescent Social Support Scale (CASSS) dan Motivated Strategies for Learning Questionnaire (MSLQ). Hasil penelitian menunjukkan bahwa tingkat social support santri berkategori tinggi sebanyak 68 orang (51%), tingkat self regulated learning berkategori tinggi 73 orang (54,5%) dan hubungan positif yang signifikan antara social support dengan self regulated learning dengan nilai korelasi sebesar 0,356 dan nilai signifikasi sebesar 0,000. Nilai koefisien determinasi sebesar 12,67% menjelaskan kontribusi social support terhadap self regulated learning sebesar 12,67% dan masih ada 87,33% kontribusi dari variabel lain. Berdasarkan data statistik, maka hipotesis terbukti, sehingga maknanya semakin tinggi social support, maka semakin tinggi self regulated learning. Begitu pula sebaliknya, semakin rendah social support, maka semakin rendah self regulated learning. ENGLISH: Student who lives in Islamic boarding schools needs a self-regulation skills to participate the activities optimally, especially in the learning process which is called of self regulated learning. It’s also needed by students of intensive class who have many subjects than students of regular class. In addition, social support from environment also needed to solve all problems, and it’s also related to the students' self regulated learning abilities. So that the formulations of the problem in this study are 1) how is the level of social support, 2) how is the level of self regulated learning and 3) is there any correlation between social support and self-regulated learning in students of intensive class at Darussalam Islamic Boarding School. This study aims to 1) find out the level of students’s social support, 2) to find out the level of students’s self-regulated learning, 3) prove the correlation between social support and self regulated learning among students of intensive class at Darussalam Kersamanah Islamic Boarding School. This study uses quantitative method with Pearson Product Moment correlation analysis, 134 subjects through Proportionate stratified random sampling sampling technique. The measuring instruments used are the Child and Adolescent Social Support Scale (CASSS) and the Motivated Strategies for Learning Questionnaire (MSLQ). The results showed that the level of social support of students in high category was 68 people (51%), the level of self-regulated learning was categorized as high as 73 people (54.5%) and a significant positive correlation between social support and self regulated learning with a correlation value of 0.356 and a significance value of 0,000. The coefficient of determination of 12.67% explains the contribution of social support to self regulated learning by 12.67% and there are still 87.33% contributions from other variables. Based on statistical data, the hypothesis is proven, so that the meaning of higher social support, the higher self regulated learning. On the contrary, the lower the social support, the lower the self regulated learning