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PENGARUH LAYANAN PENGUASAAN KONTEN FORMAT KLASIKAL DAN TEKNIK SELF REGULATED LEARNING TERHADAP MOTIVASI BELAJAR SISWA Welling Mersi Erika Dohona; Famahato Lase; Hosianna Rodearni Damanik; Tiara Aulia Pradina
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.14841

Abstract

Learning motivation is an important factor influencing students' engagement and success in the learning process; however, low levels of learning motivation remain a challenge, highlighting the need for guidance and counseling services that can strengthen students' engagement and learning independence. One potential approach is to integrate classical-format content mastery services with Self-Regulated Learning techniques to help students develop effective learning strategies while managing their own learning processes. This study aimed to analyze the effect of classical-format content mastery services and Self-Regulated Learning on students' learning motivation at SMP Negeri 3 Hiliserangkai, both partially and simultaneously. The study employed a quantitative approach with an explanatory research design. The sample consisted of 30 eighth-grade students from class VIII B selected through purposive sampling. Data were collected using a Likert-scale questionnaire and observation sheets and were analyzed using descriptive statistics, prerequisite tests, and multiple linear regression through the t-test, F-test, and coefficient of determination. The results showed that content mastery services had a significant effect on learning motivation, with a t-value of 5.943 and a significance value of 0.000, while Self-Regulated Learning also had a significant effect, with a t-value of 4.647 and a significance value of 0.000. Simultaneously, both variables had a significant effect on learning motivation, with an F-value of 59.535 and a significance value of 0.000. The mean learning motivation score also increased from 40.63 in the Pretest to 80.23 in the Posttest. These findings indicate that integrating classical-format content mastery services with Self-Regulated Learning can serve as an effective strategy for strengthening students' learning motivation. ABSTRAK Motivasi belajar merupakan faktor penting dalam menentukan keterlibatan dan keberhasilan siswa dalam proses pembelajaran, namun pada praktiknya masih ditemukan siswa dengan motivasi belajar yang rendah sehingga diperlukan layanan bimbingan dan konseling yang mampu mendorong keterlibatan serta kemandirian belajar. Salah satu upaya yang dapat dilakukan adalah mengintegrasikan layanan penguasaan konten format klasikal dengan teknik Self-Regulated Learning untuk membantu siswa mengembangkan strategi belajar sekaligus kemampuan mengatur proses belajarnya secara mandiri. Penelitian ini bertujuan untuk menganalisis pengaruh layanan penguasaan konten format klasikal dan Self-Regulated Learning terhadap motivasi belajar siswa di SMP Negeri 3 Hiliserangkai, baik secara parsial maupun simultan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksplanatori. Sampel penelitian berjumlah 30 siswa kelas VIII B yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan angket skala Likert dan lembar observasi, kemudian dianalisis menggunakan statistik deskriptif, uji prasyarat, dan regresi linear berganda melalui uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa layanan penguasaan konten berpengaruh signifikan terhadap motivasi belajar dengan nilai t hitung 5,943 dan signifikansi 0,000, sedangkan Self-Regulated Learning juga berpengaruh signifikan dengan nilai t hitung 4,647 dan signifikansi 0,000. Secara simultan, kedua variabel tersebut berpengaruh signifikan terhadap motivasi belajar dengan nilai F hitung 59,535 dan signifikansi 0,000. Rata-rata skor motivasi belajar juga meningkat dari 40,63 pada Pretest menjadi 80,23 pada Posttest. Temuan ini menunjukkan bahwa integrasi layanan penguasaan konten format klasikal dan Self-Regulated Learning dapat menjadi strategi yang efektif dalam memperkuat motivasi belajar siswa.
EFEKTIVITAS LAYANAN BIMBINGAN KLASIKAL BERBASIS NILAI KEJUJURAN TERHADAP PENURUNAN PERILAKU MENYONTEK SISWA SMK NEGERI 1 MANDREHE UTARA Sadari Waruwu; Hosianna Rodearni Damanik; Famahato Lase; Tiara Aulia Pradina
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.15171

Abstract

This study was motivated by the continued occurrence of cheating behavior among students, which may hinder the development of honesty, responsibility, and academic integrity. This study aimed to determine the effectiveness of classical guidance services based on honesty values in reducing cheating behavior among students at SMK Negeri 1 Mandrehe Utara. The study was conducted from April to May in the 2025/2026 academic year using a quantitative approach with an experimental method and a Pretest-Posttest Control Group Design. The sample consisted of 38 students from the Computer and Network Engineering class, comprising 18 students in the experimental group and 20 students in the control group, selected using purposive sampling. The experimental group received three sessions of classical guidance services based on honesty values, emphasizing understanding, discussion, reflection, and the application of honest behavior, while the control group received classical guidance services with general materials that did not specifically focus on honesty values and cheating behavior. Data were collected using a cheating behavior questionnaire that had met validity and reliability requirements. Data were analyzed using the Paired Sample t-Test, Independent Sample t-Test, and N-Gain analysis with the assistance of SPSS version 25. The results showed a significant difference in the experimental group based on the Paired Sample t-Test, with a significance value of 0.009 < 0.05. A significant difference between the experimental and control groups was also found based on the Independent Sample t-Test for Posttest scores, with a significance value of 0.000 < 0.05, while the comparison of N-Gain scores showed a significance value of 0.005 < 0.05. The main finding indicates that the experimental group experienced greater change than the control group after receiving classical guidance services based on honesty values. Therefore, classical guidance services based on honesty values were effective in reducing students’ cheating behavior at SMK Negeri 1 Mandrehe Utara. ABSTRAK Penelitian ini dilatarbelakangi oleh masih ditemukannya perilaku menyontek di kalangan siswa yang dapat menghambat pembentukan karakter jujur, tanggung jawab, dan integritas akademik. Penelitian ini bertujuan untuk mengetahui efektivitas layanan bimbingan klasikal berbasis nilai kejujuran terhadap penurunan perilaku menyontek siswa SMK Negeri 1 Mandrehe Utara. Penelitian dilaksanakan pada April–Mei tahun ajaran 2025/2026 dengan pendekatan kuantitatif menggunakan metode eksperimen dan desain Pretest-Posttest Control Group Design. Sampel penelitian berjumlah 38 siswa kelas X Teknik Komputer dan Jaringan, terdiri atas 18 siswa kelompok eksperimen dan 20 siswa kelompok kontrol yang ditentukan menggunakan teknik purposive sampling. Kelompok eksperimen memperoleh tiga sesi layanan bimbingan klasikal berbasis nilai kejujuran yang menekankan pemahaman, diskusi, refleksi, dan penerapan perilaku jujur, sedangkan kelompok kontrol memperoleh layanan bimbingan klasikal dengan materi umum yang tidak secara khusus berfokus pada nilai kejujuran dan perilaku menyontek. Data dikumpulkan menggunakan angket perilaku menyontek yang telah memenuhi uji validitas dan reliabilitas. Analisis data dilakukan menggunakan Paired Sample t-Test, Independent Sample t-Test, dan uji N-Gain dengan bantuan SPSS versi 25. Hasil penelitian menunjukkan adanya perbedaan yang signifikan pada kelompok eksperimen berdasarkan Paired Sample t-Test dengan nilai signifikansi 0,009 < 0,05. Perbedaan antara kelompok eksperimen dan kelompok kontrol juga signifikan berdasarkan Independent Sample t-Test pada skor Posttest dengan nilai signifikansi 0,000 < 0,05, sedangkan perbandingan N-Gain menunjukkan nilai signifikansi 0,005 < 0,05. Temuan utama menunjukkan bahwa kelompok eksperimen mengalami perubahan yang lebih besar dibandingkan kelompok kontrol setelah memperoleh layanan bimbingan klasikal berbasis nilai kejujuran. Dengan demikian, layanan bimbingan klasikal berbasis nilai kejujuran efektif dalam menurunkan perilaku menyontek siswa SMK Negeri 1 Mandrehe Utara.
Co-Authors Famahato Lase Hosianna Rodearni Damanik Sadari Waruwu Welling Mersi Erika Dohona