Profil Kemandirian Belajar dan Implikasi Bagi Program Bimbingan Belajar (Studi Deskriptif Kuantitatif Pada Siswa Kelas VIII A SMPN 16 Kota Kupang Tahun Pelajaran 2021/2022)

DAMBUNG, Yulianus (2021) Profil Kemandirian Belajar dan Implikasi Bagi Program Bimbingan Belajar (Studi Deskriptif Kuantitatif Pada Siswa Kelas VIII A SMPN 16 Kota Kupang Tahun Pelajaran 2021/2022). Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

The title of the thesis on the profile of learning independence and its implications for the tutoring program (a quantitative descriptive study for class VIIIA students of SMPN 16 Kupang City in the 2021/2022 academic year). The problem in this research is 1) What is the learning independence profile of class VIIIA SMPN 16 Kupag students for the 2021/2022 academic year? 2). What are the implications of the learning independence profile of class VIIIA students for the tutoring program? The purpose of this study was to find out 1) the learning independence profile of class VIIIA SMPN 16 Kupang students in the 2021/2022 academic year 2) The implications of the learning independence profile for the VIIIA class students of SMPN 16 Kupang in the 2021/2022 academic year for the tutoring program. The method used in this study is a quantitative descriptive method with a data collection tool is a learning independence questionnaire. The data analysis technique used is central trend analysis. The results of the analysis of research data show that the level of learning independence of students at SMPN 16 Kupang for the academic year 2021/2022 is generally in the range of scores (104-135) and is in the medium category. Based on the results of the research data analysis, the researcher can conclude that the learning independence profile of class VIIIA SMPN 16 Kupang students in the 2021/2022 school year is classified as moderate category, meaning that students of class VIIIA SMPN 16 Kupang are quite independent in learning although there are still some things that need to be considered. Based on the conclusions above, the researchers put forward suggestions to 1) Principals are expected to increase their role as school leaders and coordinators so that they can coordinate all school personnel to jointly assist students in increasing their learning independence. 2) Guidance and counseling teachers are expected to increase their role as mentors and increase collaboration with all subject teachers to jointly help and encourage students to increase learning independence. 3) Students are expected to be actively involved in tutoring activities to increase their learning independence.

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