Self-Regulatory Skills Berdasarkan Gaya Belajar Pada Mahasiswa Calon Guru Fisika: SEM Analysis
Abstract
Penelitian ini bertujuan untuk menganalisis pengaruh gaya belajar visual, auditori, dan kinestetik terhadap keterampilan regulasi diri mahasiswa calon guru fisika dengan motivasi belajar sebagai variabel mediasi. Pendekatan yang digunakan adalah kuantitatif eksplanatori dengan metode Structural Equation Modeling–Partial Least Squares (SEM-PLS) untuk menguji hubungan langsung dan tidak langsung antar variabel laten. Data dikumpulkan dari 276 mahasiswa pendidikan fisika melalui kuesioner daring yang divalidasi oleh pakar. Hasil analisis menunjukkan bahwa seluruh konstruk memenuhi kriteria validitas dan reliabilitas dengan nilai loading factor 0,55–0,79 dan AVE > 0,50. Gaya belajar visual berpengaruh kuat terhadap perencanaan dan pemantauan, gaya auditori dominan terhadap strategi adaptif, sedangkan gaya kinestetik signifikan terhadap evaluasi. Selain pengaruh langsung, motivasi belajar terbukti memediasi hubungan antara gaya belajar dan keterampilan regulasi diri, yang menunjukkan bahwa preferensi belajar tertentu meningkatkan motivasi yang pada gilirannya memperkuat kemampuan mahasiswa dalam merencanakan, memantau, dan mengevaluasi proses belajar. Temuan ini memperluas teori Self-regulated learning dengan menegaskan peran motivasi sebagai mekanisme psikologis yang menghubungkan gaya belajar dengan keterampilan regulasi diri. Secara praktis, hasil penelitian ini memberikan dasar bagi pengembangan strategi pembelajaran multimodal yang mendukung kemandirian dan refleksi belajar calon guru fisika di era digital.
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