PENGARUH MINDSET TERHADAP SELF-REGULATED LEARNING PADA MAHASISWA UNIVERSITAS X

Penelitian ini bertujuan untuk mengetahui pengaruh dua perspektif seseorang tentang mindset terhadap self-regulated learning. Mindset merupakan keyakinan (beliefs) yang dimiliki oleh seseorang dalam memandang sifat kualitas pribadinya, seperti kecerdasan. Mindset terdiri dari dua perspektif yaitu growth mindset dan fixed mindset. Self-regulated learning merupakan proses aktif dan konstruktif yang dilakukan peserta didik seperti menetapkan tujuan untuk pembelajaran mereka diawal kemudian peserta didik akan berusaha untuk memantau, mengatur, dan mengendalikan kognisi, motivasi, dan perilaku mereka, dibimbing dan dibatasi oleh tujuan mereka dan fitur kontekstual di lingkungan. Penelitian ini menggunakan metode penelitian kuantitatif dengan teknik analisis regresi satu prediktor. Variabel mindset menggunakan instrumen Theories of Intelligence Scale yang dikembangkan oleh Dweck (1999).Variabel self-regulated learning diukur dengan diukur dengan instrumen Motivated Strategies for Learning Questionnare (MSLQ) yang dirancang oleh Pintrich et al (1991). Populasi pada penelitian ini adalah mahasiswa Universitas X. Sampel penelitian berjumlah 283 mahasiswa Fakultas Pendidikan Psikologi Universitas X angkatan 2016, 2017, 2018, dan 2019. Penelitian ini menggunakan teknik purposive sampling. Hasil pada penelitian ini menunjukkan bahwa terdapat pengaruh antara growth mindset terhadap self-regulated learning pada mahasiswa Universitas X dan tidak terdapat pengaruh antara fixed mindset terhadap self-regulated learning pada mahasiswa Universitas X. Hal ini ditunjukkan pada uji hipotesis yang dilakukan antara growth mindset dengan self-regulated learning di temukan nilai p lebih besar dari pada taraf signifikansi. Sebaliknya terjadi pada fixed mindset dengan self-regulated learning, ditemukan nilai p lebih kecil dari pada taraf signifikansi. Hasil penelitian ini juga menunjukkan bahwa growth mindset berkontribusi sebesar 3% dalam memrediksi self-regulated learning pada mahasiswa Universitas X. ************** This study aims to determine the effect of two personal perspectives of mindset on self-regulated learning. Mindset are beliefs held by a person in viewing their personal qualities, such as intelligence. The mindset consists of two perspectives, namely the growth mindset and the fixed mindset. Self-regulated learning is an active and constructive process carried out by students such as setting goals for their learning at the beginning and then students will try to monitor, regulate, and control their cognition, motivation, and behavior, guided and limited by their goals and contextual features in environment. This study uses quantitative research methods with one predictor regression analysis technique. Mindset variables used Theories of Intelligence Scale instrument developed by Dweck (1999). Self-regulated learning variables were measured by the Motivated Strategies for Learning Questionnaire (MSLQ) instrument developed by Pintrich et al (1991). The population in this study were college students of University X. The research sample was 283 students of the Faculty of Psychology Education, University of X, batch 2016, 2017, 2018, and 2019. This study used a purposive sampling technique. The results in this study indicate that there is an influence between the growth mindset on self-regulated learning in college student at University X and there is no influence between the fixed mindset on self-regulated learning in college student at University X. This is shown in the hypothesis test conducted between the growth mindset and self-regulated learning found that the p value was greater than the significance level. On the other hand, in the fixed mindset with self-regulated learning, it was found that the p value was smaller than the significance level. The results of this study also show that the growth mindset contributes 3% in predicting self-regulated learning in college student at University X