The Effect of Self-Regulated Learning Model in Table Tennis Learning on Self-Esteem
DOI:
https://doi.org/10.32528/issh.v2i2.256Keywords:
Self-Regulated Learning, Self-Esteem, Table TennisAbstract
Self-regulated learning is the process of how a student regulates his own learning by activating his cognitive, affective and behavioral skills so that learning goals are achieved. Self-esteem is an evaluation made by the individual and the habit of seeing himself, especially regarding the attitude of accepting or rejecting, and an indication of the amount of individual belief in his ability, significance, success and worth. This study aims to determine whether the self-regulated learning model in table tennis learning can develop self-esteem. This research method uses experiments. The design of this study uses Posttest Only Control Group Design. The population in this study were 80 students of the Sport Sciences of Elementary School Study Program in the first semester. The sample of this study amounted to 40 people with the taking technique purposive sampling. The instrument used to measure self-esteem uses the Rosenberg instrument self-esteem scale. Based on the results of the study, the model of self-regulated learning in table tennis game learning influences the self-esteem of FPOK UPI Sport Sciences of Elementary School study program students in the first semester.
Downloads
References
Budiana, D., Hidayat, Y., Budiman, D., & Sumarno, G. (2017). Self-Regulated Learning Concepts and Applications in Physical Education, In 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017), 857–860.
Budiman, D. (2014). Child Psychology in Physical Education . Bandung: FPOK UPI
Coopersmith, S. (1967). The antecedents of self-esteem . San Francisco: Freeman and Company
Dariuszky, G. (2004). Building Self-Esteem. Bandung: Jaya Pioneer.
Hein, V., & Hagger, MS (2007). Global self-esteem, goal achievement orientations, and self-determined behavioral regulations in a physical education setting, Journal of Sports Sciences, 25 (2), 149–159. https://doi.org/10.1080/02640410600598315
Mappeasse, MY (2010). Pengaruh Cara dan Motivasi Belajar terhadap Hasil Belajar Programmable Logic Controller (PLC) Siswa Kelas III Jurusan Listrik SMK Negeri 5 Makassar, Jurnal MEDTEK, 1(2) , 1–6.
Mukhid, A. (2008). Self-Regulated Learning Strategy (Theoretical Perspective). Tadris. 3(2).
Nicol, D., & MacFarlane-Dick, D. (2006). Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Toering, T., Elferink-gemser, M. T., Jordet, Geir, Pepping, G., Visscher, C. (2012). Self-regulation of learning and performance level of elite youth soccer players. International Journal of Sport Psychology, 43, 1-14
Winarno, W. (2021). The Effect of Applying the Self-Regulated Learning Model Approach to Students' Learning Motivation in Learning Physical Education in Elementary Schools. Social, Humanities, and Educational Sciences (SHES): Conference Series. 4 (5),1825– 1830. DOI: https://doi.org/10.20961/shes.v4i5.66294
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
Zimmerrnan, B. J. (1998). Academic studing and the development of personal skill : A self-regulatory perspective Academic Studying and the Development of Personal Skill. Educational Psychologist, 33(2-3), 73-86. https://doi.org/10.1080/00461520.1998.9653292
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Teguh Illahi Widiyanto Budiman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
