EFEKTIVITAS STRATEGI SELF-REGULATED LEARNING UNTUK MENINGKATKAN SELF-EFFICACY PESERTA DIDIK DALAM MENGHAFAL AL-QUR’AN : Penelitian Quasi Eksperimen di Kelas XII SMA Daarul Ilmi Cipeundeuy Kabupaten Bandung Barat

Abstract

Banyaknya permasalahan yang dihadapi para penghafal Al-Qur’an, mulai dari yang sederhana sampai yang kompleks,seperti rendahnya self-efficacy, menuntut strategi pembelajaran yang tepat yang harus diprakarsai dan diarahkan sendiri oleh peserta didik atau yang biasa disebut self-regulated learning.Oleh sebab itu, penelitian ini bertujuan untuk menganalisisperbedaan tingkat self-efficacy peserta didik dalam menghafal Al-Qur’anantara kelas yang menggunakan strategi self-regulated learning dengan kelas yang tidak menggunakan strategi tersebut. Metode penelitian yang digunakan adalah quasi eksperimen dengn pola non equivalent control group pretest-posttestdesign. Adapun subjek penelitian terdiri dari peserta didik kelas XII SMA Daarul Ilmi Cipeundeuy Kabupaten BandungBarat yang berjumlah 60 orang. Teknispengumpulan data menggunakan skala self-efficacy yang berbentuk skala likert, yang disusun berdasarkan dimensi-dimensi self-efficacymenurut Bandura, yaitu dimensi level, dimensigenerality dan dimensistrength. Untuk analisis data,peneliti menggunakan independent sample t-test. Hasil penelitian ini menunjukkan bahwa, kelas yang diberi strategi self-regulated learning memiliki tingkat self-efficacy lebih tinggi dibandingkan kelas yang tidak diberi strategi self-regulated learning dengan nilai p< 0,000. Dimana kelas yang diberi strategi self-regulated learning memiliki tingkat self-efficacy lebih tinggi dengan mean = 25,33 dibandingkan kelompok yang tidak diberi pelatihan dengan nilai mean = 1,67.Dengan demikian bagi para pembimbing tahfidz dapat menerapkan strategi tersebut sebagai alternatif dalam upaya mengatasi rendahnya self-efficacy peserta didik khususnya dalam menghafal Al-Quran. Kata kunci: self-efficacy, self-regulated learning, menghafal Al-Qur’an The large number of problems encountered by those who memorize Al-Qur’an, starting from the simplest to the most complex ones, such as low self-efficacy, require an appropriate learning strategy that is initiated and directed by students themselves, or what is generally termed self-regulated learning. Therefore, the research aims to analyze the differences in the level of self-efficacy in memorizing Al-Qur’an between students in the class implementing self-regulated learning strategy and those in the class that does not employ the strategy. It adopted a quasi-experimental method with non-equivalent control group pretest-posttest design. The subjects consisted of a total of 60 twelfth grade students of SMA Daarul Ilmi Cipeundeuy, Bandung Barat Regency. The data were collected using self-efficacy scale in the form of Likert scale, composed based on the dimensions of self-efficacy according to Bandura, namely level dimension, generality dimension, and strength dimension. For data analysis, the researcher used independent sample t-test. The findings show that the class implementing self-regulated learning strategy had greater self-efficacy than the class not treated with self-regulated learning, with p< 0.000, where the class treated with self-regulated learning gained a greater level of self-efficacy with a mean of 25.33compared to the level of self-efficacy of the group not treated with the learning strategy, namely with a mean of 1.67. Hence, it is recommended that the tutors of tahfidz (memorization of Al-Quran)implement the strategy as one of the alternative solutions to solve students’ low self-efficacy, particularly in memorizing Al-Quran. Keywords: Self-efficacy, self-regulated learning,memorizing Al-Qur’a