Self-Regulated Learning dan Prestasi Belajar Mahasiswa dalam Pembelajaran Kimia : Scoping Review terhadap Dimensi dan Konteks Akademik

Munawwarah Munawwarah (Universitas Negeri Makassar)
Gusma Harfiana Abbas (Universitas Negeri Makassar)
Sumiati Side (Universitas Negeri Makassar)
Nita Magfirah Ilyas (Universitas Negeri Makassar)

Chemedu: Jurnal Ilmiah Pendidikan Kimia
Vol 7, No 1 (2026)

ABSTRAK Penelitian ini bertujuan untuk memetakan literatur mengenai hubungan self-regulated learning (SRL) dan prestasi belajar mahasiswa dalam pembelajaran kimia. Metode yang digunakan adalah scoping review dengan mengacu pada kerangka PCC (Population, Concept, Context) dan pedoman PRISMA-ScR. Populasi dalam kajian ini adalah mahasiswa pendidikan tinggi, konsep yang dikaji adalah SRL dan konstruk terkait, sedangkan konteksnya adalah pembelajaran kimia di perguruan tinggi. Penelusuran literatur dilakukan melalui database internasional dan nasional, seperti Google Scholar, ERIC, ScienceDirect, RSC Publishing, ACS Publications, Garuda, SINTA, Neliti, dan repository perguruan tinggi. Dari 76 records yang ditelaah, 29 studi dimasukkan dalam sintesis final, terdiri atas 21 studi inti dan 8 studi perluasan. Hasil review menunjukkan bahwa dimensi SRL yang paling banyak dikaji meliputi metakognisi, self-efficacy, motivasi belajar, strategi belajar, regulasi usaha, manajemen waktu, help-seeking, dan refleksi belajar. Konteks yang paling dominan adalah kimia dasar/kimia umum, kimia organik, dan pembelajaran kimia daring atau berbasis web. Indikator prestasi belajar yang digunakan meliputi nilai mata kuliah, nilai ujian, performa kursus, pemahaman konsep, dan kemampuan problem solving. Secara umum, SRL berperan penting dalam mendukung prestasi belajar mahasiswa kimia, terutama ketika mahasiswa mampu merencanakan, memantau, mengatur, dan mengevaluasi proses belajarnya. Temuan ini menunjukkan perlunya penelitian lanjutan yang lebih sistematis mengenai SRL dalam berbagai konteks pembelajaran kimia. ABSTRACT This study aims to map the literature on the relationship between self-regulated learning (SRL) and students’ academic achievement in chemistry learning. A scoping review method was employed by using the Population, Concept, Context (PCC) framework and referring to the PRISMA-ScR guideline. The population of this review was higher education students, the concept was SRL and related constructs, and the context was chemistry learning in higher education. Literature searches were conducted through international and national databases, including Google Scholar, ERIC, ScienceDirect, RSC Publishing, ACS Publications, Garuda, SINTA, Neliti, and university repositories. Of the 76 records reviewed, 29 studies were included in the final synthesis, consisting of 21 core studies and 8 extended evidence studies. The findings show that the most frequently examined SRL dimensions were metacognition, self-efficacy, learning motivation, learning strategies, effort regulation, time management, help-seeking, and reflective learning. The most dominant chemistry contexts were basic/general chemistry, organic chemistry, and online or web-based chemistry learning. The learning achievement indicators used in the reviewed studies included course grades, examination scores, course performance, conceptual understanding, and problem-solving ability. Overall, SRL plays an important role in supporting students’ achievement in chemistry learning, particularly when students are able to plan, monitor, regulate, and evaluate their learning processes. These findings indicate the need for further systematic research on SRL across broader chemistry learning contexts, including laboratory learning, physical chemistry, analytical chemistry, and blended learning environments.