<![CDATA[Self-regulated learning merupakan kemampuan penting yang memungkinkan siswa mengelola proses belajarnya secara mandiri, mulai dari perencanaan, pelaksanaan strategi belajar, hingga evaluasi hasil belajar. Kemampuan ini semakin krusial di era pendidikan modern Indonesia, khususnya pada Kurikulum Merdeka yang menuntut siswa untuk aktif, mandiri, dan adaptif dalam menghadapi berbagai tuntutan akademik. Namun, tidak semua siswa memiliki kemampuan self-regulated learning yang optimal, dan salah satu faktor yang diduga berperan adalah perceived social support atau dukungan sosial yang dirasakan. Dukungan sosial yang berasal dari keluarga, teman sebaya, maupun orang spesial dapat memberikan rasa aman, motivasi, serta kepercayaan diri yang diperlukan siswa untuk mengatur belajarnya secara efektif. Penelitian ini bertujuan untuk mengetahui hubungan antara perceived social support dengan self-regulated learning pada siswa kelas XI SMAN “X” Surakarta. Penelitian menggunakan metode survei dengan teknik convenience sampling dan pengumpulan data melalui kuesioner. Instrumen yang digunakan meliputi Motivated Strategies for Learning Questionnaire (MSLQ) untuk mengukur self-regulated learning dan Multidimensional Scale of Perceived Social Support (MSPSS) untuk mengukur perceived social support. Analisis data dilakukan menggunakan korelasi linier sederhana Spearman’s Rho. Hasil penelitian menunjukkan nilai signifikansi 0.063 (p > 0.05) dengan koefisien rho 0.190, sehingga hipotesis tidak diterima. Dengan demikian, kesimpulan penelitian ini yaitu tidak terdapat hubungan signifikan antara perceived social support dan self-regulated learning pada siswa kelas XI SMAN “X” Surakarta. Abstract Self-regulated learning is an essential ability that enables students to manage their learning processes independently, including planning, implementing learning strategies, and evaluating learning outcomes. This ability has become increasingly crucial in the context of modern education in Indonesia, particularly under the Merdeka Curriculum, which requires students to be active, independent, and adaptive in meeting various academic demands. However, not all students demonstrate optimal self-regulated learning, and one factor suspected to influence this ability is perceived social support. Social support from family, peers, and significant others may provide a sense of security, motivation, and confidence that students need to regulate their learning effectively. This study aims to examine the relationship between perceived social support and self-regulated learning among eleventh-grade students at SMAN “X” Surakarta. The research employed a survey method using convenience sampling, with data collected through questionnaires. The instruments used were the Motivated Strategies for Learning Questionnaire (MSLQ) to measure self-regulated learning and the Multidimensional Scale of Perceived Social Support (MSPSS) to measure perceived social support. Data were analyzed using Spearman’s Rho simple linear correlation. The results showed a significance value of 0.063 (p > 0.05) and a rho coefficient of 0.190, indicating that the hypothesis was not supported. Thus, this study concludes that there is no significant relationship between perceived social support and self-regulated learning among eleventh-grade students at SMAN “X” Surakarta.]]>
