Analisis Kuantitatif Self-Efficacy, Parental Involvement, dan Learning Engagement pada Siswa Penerima Beasiswa Program Afirmasi

Rohmah Lulu Fitriani; Ernest Ceti Septyanti

doi:10.31602/jbkr.v12i1.23777

Penulis

Rohmah Lulu Fitriani Universitas Negeri Semarang
Ernest Ceti Septyanti Universitas Negeri Semarang

DOI:

https://doi.org/10.31602/jbkr.v12i1.23777

Kata Kunci:

Efikasi Diri, Keterlibatan Orang Tua, Keterlibatan Belajar, Siswa SMP

Abstrak

This study aimed to analyze the relationship and contribution of self-efficacy and parental involvement to the learning engagement of junior high school students participating in an affirmative program in Gunungpati District, Semarang City. A quantitative approach with a non-experimental causal design was employed. The study involved 169 students selected through purposive sampling. Data were collected using self-efficacy, parental involvement, and learning engagement scales that met validity and reliability requirements. Multiple linear regression was used for data analysis. The results showed that self-efficacy had a positive and significant effect on learning engagement (β = 0.452; p < 0.001; t = 7.154). Parental involvement also had a positive and significant effect on learning engagement (β = 0.374; p < 0.001; t = 5.488). Simultaneously, both variables made a significant contribution to learning engagement with a coefficient of determination (R²) of 0.459, indicating that 45.9% of the variance in learning engagement was explained by self-efficacy and parental involvement. These findings highlight the importance of internal and external factors in enhancing students’ learning engagement through self-efficacy development and school-parent collaboration.

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Penelitian ini bertujuan menganalisis hubungan dan kontribusi efikasi diri serta keterlibatan orang tua terhadap keterlibatan belajar siswa SMP penerima program afirmasi di Kecamatan Gunungpati, Kota Semarang. Penelitian menggunakan pendekatan kuantitatif dengan desain kausal non-eksperimental. Sebanyak 169 siswa dipilih sebagai responden melalui teknik purposive sampling. Data dikumpulkan menggunakan skala efikasi diri, keterlibatan orang tua, dan keterlibatan belajar yang telah memenuhi kriteria validitas dan reliabilitas. Analisis data dilakukan dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa efikasi diri berpengaruh positif dan signifikan terhadap keterlibatan belajar (β = 0,452; p < 0,001; t = 7,154). Keterlibatan orang tua juga berpengaruh positif dan signifikan terhadap keterlibatan belajar (β = 0,374; p < 0,001; t = 5,488). Secara simultan, kedua variabel memberikan kontribusi signifikan dengan nilai koefisien determinasi (R²) sebesar 0,459, yang menunjukkan bahwa 45,9% variasi keterlibatan belajar dapat dijelaskan oleh efikasi diri dan keterlibatan orang tua. Temuan ini menegaskan pentingnya faktor internal dan eksternal dalam meningkatkan keterlibatan belajar siswa melalui penguatan efikasi diri dan kolaborasi sekolah dengan orang tua.

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