RANCANGAN TEKNIK SELF REGULATED LE ARNING DALAM MEREDUKSI KEJENUHAN BELAJAR SISWA KELAS VII SMP WAHIDIN KOTA CIREBON

Abstract

Boredom at Wahidin Middle School, Cirebon, there are still many who experience boredom studying at school. This problem greatly affects the learning process and influences motivation towards him. Thus, guidance and counseling teachers are needed. The purpose of this study was to determine the factors that influence student learning saturation at school and self-regulated learning techniques in reducing learning saturation.
This study uses a qualitative approach with a case study model. The subjects in this study were 5 students in grade VII SMP Wahidin, Cirebon, with the characteristics of not doing E-learning, always waking up late and getting bored because they couldn't meet their friends. Students who have these characteristics are recommended by the guidance and counseling teacher to be used as research samples. The instruments used were interviews and documentation.
Research data to determine Self Regulated Learning Techniques in Reducing Learning Saturation of Class VII Students of SMP Wahidin Cirebon City obtained through interviews and documentation. The results of this study are a description of the respondents' answers as well as direct observation at Wahidin Middle School, Cirebon City. After the data was collected, an analysis was carried out to find out the role of the guidance and counseling teacher in overcoming the saturation of learning for class VII students of SMP Wahidin, Cirebon City. During his time as a guidance and counseling teacher at Wahidin Middle School, Cirebon, he only applied discussion and ice breaking techniques, while regarding other techniques this had never been done. In his opinion, discussion and ice breaking techniques are quite capable of overcoming student learning boredom. The results that have been achieved can be seen from the enthusiasm of students in learning. Most have undergone changes. Self-regulated learning for junior high schools is expected for guidance teachers to apply self-regulated learning techniques in conducting services, not only discussion techniques are applied