Pathlearn: Strategi Adaptif untuk Penguatan Regulasi Diri Siswa
DOI:
https://doi.org/10.37985/jer.v7i1.3145Keywords:
Siswa Lamban Belajar, Regulasi Diri, Gamifikasi, FCAT, Pembelajaran MandiriAbstract
Regulasi diri merupakan fondasi kemandirian belajar, namun sering menjadi hambatan psikologis bagi siswa dengan kapasitas kognitif terbatas. Penelitian ini bertujuan menguji efektivitas modul Pathlearn dalam meningkatkan kemampuan regulasi diri siswa lamban belajar (slow learner). Menggunakan metode kuantitatif dengan desain one-group pretest-posttest, penelitian ini melibatkan 18 siswa dengan rentang IQ 79–90 yang diidentifikasi melalui Faxtor Cognitive Ability Test (FCAT). Hasil analisis uji-t berpasangan menunjukkan peningkatan skor yang signifikan secara statistik (p < 0.05) dari rata-rata 85,44 pada tahap awal menjadi 93,67 setelah intervensi. Hasil penelitian ini mengindikasikan bahwa modul Pathlearn dapat dimanfaatkan sebagai strategi praktis dalam mendukung pengembangan regulasi diri siswa, khususnya pada konteks pembelajaran inklusif di jenjang pendidikan menengah.
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Copyright (c) 2026 Myrna Anissaniwaty, Yoko Jimmy Panjaitan, Elsya Ardiva, Wazna Layalia Alyan
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