Apakah Kemampuan Regulasi Diri Menentukan Prestasi Akademik Mahasiswa di Perguruan Tinggi Islam? Does Self-Regulation Ability Determine the Academic Achievement of Students in Islamic Higher Education?
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304-320
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10.58578/anwarul.v6i2.9409
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Authors:
Mahfud Mahfud1*, Didit Darmawan2 
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Abstract
Although academic achievement has received attention in various studies, research that specifically discusses the influence of self-regulation ability among students in Private Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Swasta [PTKIS]) with a dual curriculum burden remains limited. This study aims to empirically analyze the effect of self-regulation ability on the academic achievement of students at STAI Darul Hikmah Bangkalan. This study employed a quantitative approach with a cross-sectional design, involving 180 respondents selected through proportionate stratified random sampling. Data were collected using a Self-Regulated Learning (SRL) scale questionnaire adapted from Zimmerman’s theory (16 items; α = 0.82) as well as documentation of Grade Point Average (GPA), and were then analyzed using simple linear regression with SPSS version 26 software. The results showed that self-regulation ability had a significant effect on students’ academic achievement (B = 0.014; t = 6.875; p = 0.000), with a contribution of 21% (R² = 0.210). These findings contribute to the development of Self-Regulated Learning theory from Zimmerman and Pintrich and broaden understanding of the dynamics of independent learning in the context of religion-based educational institutions. The study concludes that self-regulation strategies are important non-cognitive determinants in supporting academic success. Therefore, educational institutions are advised to integrate SRL training into the academic guidance system. The implications of this study include a theoretical contribution to strengthening the educational psychology literature in Indonesia as well as practical implications for higher education administrators in designing pedagogical interventions that support student learning autonomy. This study also opens opportunities for further research on the influence of the pesantren environment and social support on the unexplained variance in academic achievement.
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