MANAJEMEN WAKTU DAN SELF-REGULATED LEARNING: STUDI KORELASIONAL PADA MAHASISWA DALAM PERKULIAHAN METODE STATISTIK
DOI:
https://doi.org/10.51878/cendekia.v6i4.15035Keywords:
manajemen waktu, self-regulated learning, pembelajaran statistik, pendidikan tinggi, regulasi belajarAbstract
Self-Regulated Learning (SRL) refers to students’ ability in higher education to actively direct their learning processes through planning, monitoring, controlling, and evaluating learning strategies. Time management is an important aspect of learning regulation, particularly in learning contexts that require continuous management of tasks and practice activities. This study aimed to describe the levels of time management and SRL and to analyze the relationship between the two among students enrolled in a Statistics Methods course. The study employed a quantitative correlational design with a cross-sectional approach. The participants consisted of 53 students from the Textile Chemistry Study Program at Politeknik STTT Bandung, selected from a population of 86 students using voluntary response sampling. Data were collected through an online questionnaire administered at the end of the semester after the final examination, using a 4-point Likert scale consisting of 2 time-management items and 13 SRL items. The analysis included descriptive statistics, Pearson correlation, and Spearman correlation as a sensitivity analysis. The results showed that time management (M = 3.04; Md = 3.00; SD = 0.41) and SRL (M = 3.12; Md = 3.08; SD = 0.32) were both in the high category. Pearson correlation indicated a positive relationship between time management and SRL with a large effect size (r = 0.68; p < 0.001; 95% CI [0.51, 0.80]), while Spearman correlation also showed a significant positive relationship (ρ = 0.58; p < 0.001). The findings indicate that students with higher time-management scores tend to have higher SRL scores, without implying a causal relationship. The study highlights the importance of strengthening time management and learning regulation in statistics learning, particularly through time planning, progress monitoring, and distraction control.
ABSTRAK
Self-Regulated Learning (SRL) merupakan kemampuan mahasiswa dalam pendidikan tinggi untuk secara aktif mengarahkan proses belajarnya melalui perencanaan, pemantauan, pengendalian, dan evaluasi strategi belajar. Manajemen waktu merupakan salah satu aspek regulasi belajar yang penting, khususnya pada pembelajaran yang menuntut pengelolaan tugas dan latihan secara berkelanjutan. Penelitian ini bertujuan mendeskripsikan tingkat manajemen waktu dan SRL serta menganalisis hubungan antara keduanya pada mahasiswa dalam perkuliahan Metode Statistik. Penelitian menggunakan desain kuantitatif korelasional dengan pendekatan potong lintang. Partisipan terdiri atas 53 mahasiswa Program Studi Kimia Tekstil, Politeknik STTT Bandung, yang dipilih dari populasi 86 mahasiswa menggunakan teknik voluntary response sampling. Data dikumpulkan melalui angket daring pada akhir semester setelah Ujian Akhir Semester menggunakan skala Likert 1–4, terdiri atas 2 item manajemen waktu dan 13 item SRL. Analisis mencakup statistik deskriptif, korelasi Pearson, dan korelasi Spearman sebagai analisis sensitivitas. Hasil menunjukkan bahwa manajemen waktu (M = 3,04; Md = 3,00; SD = 0,41) dan SRL (M = 3,12; Md = 3,08; SD = 0,32) berada pada kategori tinggi. Korelasi Pearson menunjukkan hubungan positif antara manajemen waktu dan SRL dengan efek besar (r = 0,68; p < 0,001; 95% CI [0,51; 0,80]), sedangkan korelasi Spearman juga menunjukkan hubungan positif yang signifikan (ρ = 0,58; p < 0,001). Temuan menunjukkan bahwa mahasiswa dengan skor manajemen waktu lebih tinggi cenderung memiliki SRL yang lebih tinggi, tanpa mengindikasikan hubungan sebab-akibat. Implikasi penelitian menekankan pentingnya penguatan manajemen waktu dan regulasi belajar dalam pembelajaran statistik, terutama melalui perencanaan waktu, pemantauan progres, dan pengendalian distraksi.
Downloads
References
Brady, A. C., Wolters, C. A., & Yu, S. L. (2022). Self-regulation of time: The importance of time estimation accuracy. Frontiers in Psychology, 13, 925812. https://doi.org/10.3389/fpsyg.2022.925812
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
Dinh, T. C., & Nguyen, P. B. N. (2022). Impact of internet self-efficacy and self-regulated learning on satisfaction and academic achievement in online learning: A case study in Vietnam. International Journal of Emerging Technologies in Learning (iJET), 17(16), 269–288. https://doi.org/10.3991/ijet.v17i16.33819
Dong, X., Yuan, H., Xue, H., Li, Y., Jia, L., Chen, J., Shi, Y., & Zhang, X. (2024). Factors influencing college students’ self-regulated learning in online learning environment: A systematic review. Nurse Education Today, 133, 106071. https://doi.org/10.1016/j.nedt.2023.106071
Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175–192. https://doi.org/10.14742/ajet.6453
Elmabaredy, A., & Gencel, N. (2024). Exploring the integration of self-regulated learning into digital platforms to improve students’ achievement and performance. Discover Education, 3, 262. https://doi.org/10.1007/s44217-024-00233-4
Faza, A., & Lestari, I. A. (2025). Self-regulated learning in the digital age: A systematic review of strategies, technologies, benefits, and challenges. The International Review of Research in Open and Distributed Learning, 26(2), 23–58. https://doi.org/10.19173/irrodl.v26i2.8119
Fu, Y., Wang, Q., Wang, X., Zhong, H., Chen, J., Fei, H., Yao, Y., Xiao, Y., Li, W., & Li, N. (2025). Unlocking academic success: The impact of time management on college students’ study engagement. BMC Psychology, 13, 323. https://doi.org/10.1186/s40359-025-02619-x
Huang, K., & Lee-Post, A. (2025). Enhancing online college students’ self-regulated learning and performance through self-assessments and commitment strategies. The Internet and Higher Education, 67, 101033. https://doi.org/10.1016/j.iheduc.2025.101033
Jaramillo, A., Salinas-Cerda, J. P., & Fuentes, P. (2022). Self-regulated learning and academic performance in Chilean university students in virtual mode during the pandemic: Effect of the 4Planning App. Frontiers in Psychology, 13, 890395. https://doi.org/10.3389/fpsyg.2022.890395
Jin, S.-H., Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, 20, 37. https://doi.org/10.1186/s41239-023-00406-5
Kim, Y., & Kumi-Yeboah, A. (2025). Strategies to promote self-regulated learning for online diverse students. Distance Education, 46(2), 272–300. https://doi.org/10.1080/01587919.2024.2358855
Kong, S.-C., & Lin, T. (2023). Developing self-regulated learning as a pedagogy in higher education: An institutional survey and case study in Hong Kong. Heliyon, 9(11), e22115. https://doi.org/10.1016/j.heliyon.2023.e22115
Liu, B., Ma, P., & Jia, F. (2026). Systematic review and meta-analysis of the impact of time management on college students’ learning outcomes. Frontiers in Psychology, 17, 1700298. https://doi.org/10.3389/fpsyg.2026.1700298
Lobos, K., Cobo-Rendón, R., Bruna Jofré, D., & Santana, J. (2024). New challenges for higher education: Self-regulated learning in blended learning contexts. Frontiers in Education, 9, 1457367. https://doi.org/10.3389/feduc.2024.1457367
Lourenço, A. A., & Paiva, M. O. (2024). Academic performance of excellence: The impact of self-regulated learning and academic time management planning. Knowledge, 4(2), 289–301. https://doi.org/10.3390/knowledge4020016
Luo, R.-Z., & Zhou, Y.-L. (2024). The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40(6), 3005–3029. https://doi.org/10.1111/jcal.13052
Naujoks, N., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Händel, M. (2021). Self-regulated resource management in emergency remote higher education: Status quo and predictors. Frontiers in Psychology, 12, 672741. https://doi.org/10.3389/fpsyg.2021.672741
Shen, H., Bai, C., Ye, X., He, S., Zhang, F., Yang, Y., Qiu, J., & Zhang, J. (2026). Time management disposition and academic self-efficacy as predictors of learning well-being among Chinese university students: Evidence for a mediation mechanism. Frontiers in Psychology, 17, 1766903. https://doi.org/10.3389/fpsyg.2026.1766903
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Turan, Z., Kucuk, S., & Cilligol Karabey, S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19, 35. https://doi.org/10.1186/s41239-022-00342-w
van der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Moore, J., Gaševi?, D., Bannert, M., & Molenaar, I. (2022). The dynamics between self-regulated learning and learning outcomes: An exploratory approach and implications. Metacognition and Learning, 17(3), 745–771. https://doi.org/10.1007/s11409-022-09308-9
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319–1351. https://doi.org/10.1007/s10648-020-09519-z
Wolters, C. A., Iaconelli, R., Peri, J., Hensley, L. C., & Kim, M. (2023). Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course. Learning and Individual Differences, 103, 102282. https://doi.org/10.1016/j.lindif.2023.102282
Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, 100510. https://doi.org/10.1016/j.edurev.2023.100510
Yahya, N. A., Md Said, J., & Mohd Yusof, A. (2021). Students’ self-regulated learning in open and distance learning for Mathematics course. EDUCATUM Journal of Science, Mathematics and Technology, 8(1), 1–5. https://doi.org/10.37134/ejsmt.vol8.1.1.2021
Youssef, N. H., & Alibraheim, E. A. (2025). Self-regulated learning strategies among graduate students and their relationship with statistics anxiety. Education Sciences, 15(1), 17. https://doi.org/10.3390/educsci15010017
Zhao, Y., Li, Y., Ma, S., Xu, Z., & Zhang, B. (2025). A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments. Computers & Education, 230, 105279. https://doi.org/10.1016/j.compedu.2025.105279
