Pengaruh Self Regulated Learning terhadap Penggunaan Media Sosial Tiktok pada Siswa Kelas X SMA Muhammadiyah 1 Unismuh Makassar
Keywords:
self-regulated learning, social media, TikTok, tenth-grade studentAbstract
This study aims to determine the effect of self-regulated learning on the use of TikTok social media among tenth-grade students at SMA Muhammadiyah 1 Unismuh Makassar. The background of this study is based on the high use of TikTok among students, which may cause distraction, reduce concentration, and interfere with time management in learning. Self-regulated learning refers to students’ ability to plan, monitor, control, and evaluate their learning processes in order to achieve learning goals independently. This study employed a quantitative approach to examine the relationship and effect between self-regulated learning as the independent variable and the use of TikTok social media as the dependent variable. Data were collected through questionnaires distributed to tenth-grade students at SMA Muhammadiyah 1 Unismuh Makassar and analyzed using statistical techniques. The results showed that self-regulated learning had an effect on the use of TikTok social media among tenth-grade students at SMA Muhammadiyah 1 Unismuh Makassar. These findings indicate that students’ ability to regulate themselves during the learning process is related to their ability to control social media use, particularly TikTok. Therefore, improving self-regulated learning is necessary as an effort to help students manage social media use wisely and maintain their focus on learning activities.
Downloads
References
Abdullah, K., Karimuddin, et al. (2022). Metodologi penelitian kuantitatif. Yayasan Penerbit Muhammad Zaini.
Adawiyah, D. P. R. (2020). Pengaruh penggunaan aplikasi TikTok terhadap kepercayaan diri remaja di Kabupaten Sampang. Jurnal Komunikasi, 14(2), 135–148.
Ajzen. (2012). Dalam A. Frisnawati, Hubungan antara intensitas menonton reality show dengan kecenderungan perilaku prososial pada remaja. Jurnal Empathy, 1(1), 47–58.
Amin, N. F., Garancang, S., & Abunawas, K. (2023). Konsep umum populasi dan sampel dalam penelitian. Jurnal Pilar: Jurnal Kajian Islam Kontemporer, 14(1), 77.
Asosiasi Penyelenggara Jasa Internet Indonesia. (2024). Survei. https://survei.apjii.or.id/
Brady, A., Kim, Y., & Von Spiegel, J. (2022). Belajar dalam menghadapi gangguan digital. Dalam Gangguan digital di ruang kelas perguruan tinggi. https://doi.org/10.4018/978-1-7998-9243-4.ch006
Departemen Agama RI. (2014). Al-Qur’an tajwid dan terjemahnya. PT Syaamil Cipta Media.
Deriyanto, D., & Qorib, F. (2018). Persepsi mahasiswa Universitas Tribhuwana Tunggadewi Malang terhadap penggunaan aplikasi Tik Tok. Jurnal Ilmu Sosial dan Ilmu Politik (JISIP), 7(2). https://publikasi.unitri.ac.id/index.php/fisip/article/view/1432
Fadilla, Z., et al. (2022). Metodologi penelitian kuantitatif (N. Saputra, Ed.). Yayasan Penerbit Muhammad Zaini. http://penerbitzaini.com
Fatmala, V. (2017). Pengaruh kecerdasan spiritual terhadap self regulated learning pada mahasiswa Fakultas Ushuluddin dan Humaniora (FUHUM) di Universitas Islam Negeri (UIN) Walisongo [Skripsi, Universitas Islam Negeri Walisongo Semarang].
Hendrika, D. S. (2022). Gambaran self-regulated learning pada mahasiswa di masa pandemi Covid-19. Educativo: Jurnal Pendidikan, 1(1), 60–66. https://doi.org/10.56248/educativo.v1i1.10
Indrayanto, M. Q. (2018). Pengaruh self regulated learning terhadap hasil belajar Bahasa Arab siswa SMA Negeri 20 Gowa. Shaut al Arabiyyah, 6(2), 142–154. https://doi.org/10.24252/saa.v6i2.7125
Ishtifa, H. (2011). Pengaruh self-efficacy dan kecemasan akademis terhadap self regulated learning mahasiswa Fakultas Psikologi Universitas Islam Negeri Jakarta [Skripsi, Universitas Islam Negeri Syarif Hidayatullah Jakarta].
Jansen, R. S., et al. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292
Jayanata. (2021). Dampak media sosial Tik Tok terhadap perilaku siswa Sekolah Dasar Negeri 42 di Desa Padang Peri Kecamatan Semidang Alas Maras Kabupaten Seluma [Skripsi, UIN Fatmawati Sukarno Bengkulu]. http://repository.iainbengkulu.ac.id/8366/
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171. https://doi.org/10.1016/j.compedu.2011.08.004
Kartika Sari, N., & Lestari, D. (2023). The influence of TikTok social media on adolescent social behavior in the digital era: A case study in Kendari City. Indonesian Journal of Communication Studies, 3(2). https://doi.org/10.61194/ijcs.v3i2.757
Kurniawan, A. W. (2016). Metode penelitian kuantitatif. Pandiva Buku.
Kusdemawati, J., & Sa’adah, N. (2023). Gangguan media sosial bagi self-regulated learning mahasantri Pondok Pesantren Al-Ghozali. Islamic Counseling: Jurnal Bimbingan Konseling Islam, 7(2), 213–230. https://doi.org/10.29240/jbk.v7i2.7583
Nabila, A., & Fauzan, I. (2024). The algorithm’s gaze: Gender, age, and the structuring of TikTok content consumption patterns in urban Indonesia (A case study in Surabaya). Equality: Journal of Gender and Media Studies, 8(1). https://jurnal.ar-raniry.ac.id/index.php/equality/article/view/31980
Nabila, D., Elvaretta, O., Zahira, G., Syarief, M. A. D. Y., & Saputra, M. R. W. (2020). Peradaban media sosial di era industri 4.0. PT Cita Intras Selaras.
Nugroho, R., et al. (2022). Peran orang tua dalam mengurangi dampak negatif penggunaan gadget. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 5425–5436. https://doi.org/10.31004/obsesi.v6i5.2980
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Pratama, S., Siraj, A., & Yusuf, M. T. (2019). Pengaruh budaya religius dan self regulated terhadap perilaku keagamaan siswa. Edukasi Islami: Jurnal Pendidikan Islam, 8(2), 331–346. https://doi.org/10.30868/ei.v8i2.509
Pribadi, B. A. (2017). Media & teknologi dalam pembelajaran. Kencana.
Priyanto, M., & Sudrartono, T. (2021). Pengaruh harga terhadap keputusan pembelian ulang aksesori pakaian di Toko Mingka Bandung. Value: Jurnal Ilmiah Akuntansi Keuangan dan Bisnis, 2(1), 57.
Rahardaya, A. K., & Irwansyah, I. (2021). Studi literatur penggunaan media sosial TikTok sebagai sarana literasi digital pada masa pandemi Covid-19. Jurnal Teknologi dan Sistem Informasi Bisnis, 3(2), 308–319. https://doi.org/10.47233/jteksis.v3i2.248
Rahmawati, I. (2021). Pengaruh media sosial Tik Tok terhadap prestasi belajar peserta didik kelas IV SDN 1 Panjangrejo Kabupaten Bantul. PEDAGOGOS: Jurnal Pendidikan, 3(2), 33–40. https://doi.org/10.33627/gg.v3i2.497
Razak, N. (2017). Pengaruh self-regulated learning terhadap persepsi siswa mengenai tugas akademik pada siswa. Psikoborneo, 5(3), 397–403. https://doi.org/10.1548134037
Samsu. (2017). Metode penelitian: Teori dan aplikasi penelitian kualitatif, kuantitatif, mixed methods, serta research & development. Pusat Studi Agama dan Kemasyarakatan (PUSAKA).
Saputra, W. N. E., Handaka, I. B., & Sari, D. K. (2019). Self-regulated learning siswa SMK Muhammadiyah di Kota Yogyakarta: Kedua orang tua berpengaruhkan? JP (Jurnal Pendidikan): Teori dan Praktik, 4(1), 7–11. https://doi.org/10.26740/jp.v4n1.p7-11
Sestiani, R. A., et al. (2022). Edukasi literasi digital untuk meningkatkan self regulated learning pada mahasiswa. Philanthropy: Journal of Psychology, 6(2), 202–211. https://doi.org/10.26623/philanthropy.v6i2.5299
Setyanto, G. G. (2014). Pengaruh self regulated learning dan pola asuh orang tua terhadap prokastinasi akademik mahasiswa Fakultas Ekonomi Universitas Yogyakarta [Skripsi, Universitas Negeri Yogyakarta].
Sugiyono. (2015). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif dan R&D. Alfabeta.
Sugiyono. (2016). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif dan R&D. Alfabeta.
Susanto, R., Susanti, S., & Handarini, D. (2024). Pengaruh intensitas penggunaan media sosial TikTok, self-regulated learning dan internal locus of control terhadap prokrastinasi akademik pada SMK Negeri di Jakarta Utara. EKOMA: Jurnal Ekonomi, Manajemen, Akuntansi, 3(6), 1896–1912. https://doi.org/10.56799/ekoma.v3i6.5255
Taubah, M., & Hadi, M. N. (2020). Aplikasi Tik Tok sebagai media pembelajaran maharah kalam. Jurnal Mu’allim, 2(1), 57–65.
Teha, M. N. R., et al. (2023). Pengaruh media sosial TikTok terhadap motivasi belajar mahasiswa. Prosiding Seminar Nasional IKIP Budi Utomo, 4(1), 57–62. https://doi.org/10.33503/prosiding.v4i01.3607
Tongkotow, L., Waani, F. J., & Lasut, J. J. (2023). Peran media sosial dalam mempererat interaksi antar keluarga di Desa Esandom Kecamatan Tombatu Timur Kabupaten Minahasa Tenggara. Jurnal Ilmiah Society, 2.
Usop, D. S., & Astuti, A. D. (2022). Pengaruh self-regulated learning, intensitas penggunaan media sosial, dan motivasi belajar terhadap prokrastinasi akademik mahasiswa. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 1782–1790. https://doi.org/10.29303/jipp.v7i3c.839
Wahyuni, W., & Rosito, A. C. (2021). Hubungan antara self-regulated learning dan intensi penggunaan media sosial pada remaja di Kota Medan. Visi Sosial Humaniora, 2(2), 242–255. https://doi.org/10.51622/vsh.v2i2.409
Wisnu. (2018). Aplikasi Tik Tok sebagai media pembelajaran bahasa dan sastra Indonesia. Pertemuan Ilmiah Bahasa dan Sastra Indonesia (PIBSI), 431–440.
Yam, J. H., & Taufik, R. (2021). Hipotesis penelitian kuantitatif, 3(2).
Yaningsih, & Fachrurrozie. (2018). Self-regulated learning memoderasi pengaruh media sosial, ekstrakurikuler, dan teman sebaya terhadap prokrastinasi akademik. Economic Education Analysis Journal, 7(3). https://doi.org/10.15294/eeaj.v7i3.28321
Yoenanto, N. H. (2010). Hubungan antara self-regulated learning dengan self-efficacy pada siswa akselerasi sekolah menengah pertama di Jawa Timur. 12(2).
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1–19). Guilford.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Abdullah Karim Jabar, Sandi Pratama, Rukiana Novianti Putri (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
