Mediasi keterlibatan siswa dalam mempengaruhi efikasi diri dan self-regulated learning terhadap kemampuan berfikir kritis - Murniawaty, Indri; Rokhali, Aulia; Farliana, Nina (Research and Social Study Institute, 2024)
Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh langsung dan tidak langsung efikasi diri dan self-regulated learning terhadap kemampuan berpikir kritis siswa dengan keterlibatan siswa sebagai variabel mediasi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kausalitas. Teknik pengambilan sampel menggunakan proportional random sampling dengan jumlah sampel 81 siswa kelas X SMA Negeri 1 Kroya, Kabupaten Cilacap. Data dikumpulkan melalui kuesioner dan dianalisis menggunakan analisis deskriptif serta Structural Equation Modeling-Partial Least Squares (SEM-PLS) dengan perangkat lunak WarpPLS 8.0. Hasil penelitian menunjukkan bahwa efikasi diri dan self-regulated learning berpengaruh positif dan signifikan terhadap kemampuan berpikir kritis. Keterlibatan siswa juga berpengaruh signifikan terhadap kemampuan berpikir kritis serta dimediasi oleh efikasi diri, tetapi tidak memediasi pengaruh self-regulated learning. Penelitian ini merekomendasikan peningkatan keterlibatan siswa dalam proses pembelajaran untuk mengoptimalkan berpikir kritis. Mediation of student engagement in influencing self-efficacy and self-regulated learning on critical thinking skills Abstract: This study aims to examine and analyze the direct and indirect effects of self-efficacy and self-regulated learning on students' critical thinking skills, with student engagement as a mediating variable. This research employs a quantitative approach with a causal design. The sampling technique used was proportional random sampling, with a total of 81 tenth-grade students from SMA Negeri 1 Kroya, Cilacap Regency. Data were collected through questionnaires and analyzed using descriptive analysis and Structural Equation Modeling-Partial Least Squares (SEM-PLS) with WarpPLS 8.0 software. The results indicate that self-efficacy and self-regulated learning have a positive and significant effect on critical thinking skills. Student engagement also significantly affects critical thinking skills and mediates the relationship between self-efficacy and critical thinking but does not mediate the effect of self-regulated learning. This study suggests enhancing student engagement in the learning process to optimize critical thinking development.