Hubungan pembelajaran kendiri dengan prestasi akademik dalam kalangan pelajar Kolej Komuniti Paya Besar
The relationship between self-learning and academic achievement among Kolej Komuniti Paya Besar students
DOI:
https://doi.org/10.15282/ijhtc.v11i1.13997Abstract
Kajian ini bertujuan untuk meneliti hubungan antara pembelajaran kendiri dan prestasi akademik pelajar Kolej Komuniti Paya Besar (KKPB). Pembelajaran kendiri diukur melalui komponen metakognitif iaitu pengetahuan metakognitif dan pengawalan kognisi. Manakala prestasi akademik diukur menggunakan Himpunan Purata Nilai Mata (HPNM). Kajian ini melibatkan 198 orang pelajar KKPB sebagai responden dengan reka bentuk kuantitatif berbentuk tinjauan. Instrumen Metacognitive Awareness Inventory (MAI) yang mengandungi 52 item digunakan, dengan kebolehpercayaan tinggi (α = .851). Dapatan menunjukkan tahap pembelajaran kendiri berada pada tahap sederhana (min = 2.801, SP = 0.3004), manakala komponen pengetahuan metakognitif (min = 2.805, SP = 0.3732) dan pengawalan kognisi (min = 2.798, SP = 0.2670) juga berada pada tahap sederhana. Analisis korelasi Pearson menunjukkan hubungan tidak signifikan antara pembelajaran kendiri dan prestasi akademik (r = 0.52, p > 0.05). Walau bagaimanapun, analisis regresi menunjukkan hanya pemantauan kefahaman signifikan (β = 0.315, p = 0.006). Dapatan ini menegaskan kepentingan pemantauan kefahaman sebagai faktor penentu pencapaian akademik dan mencadangkan intervensi khusus bagi memperkukuh kemahiran metakognitif, khususnya dalam aspek pembetulan dan penilaian.
This study examines the relationship between self-regulated learning and academic performance among students at Kolej Komuniti Paya Besar (KKPB). Self-regulated learning was measured through metacognitive components, namely metacognitive knowledge and regulation of cognition, while academic performance was measured using Grade Point Average (GPA). A quantitative survey design was employed, involving 198 students. Data were collected using the Metacognitive Awareness Inventory (MAI), comprising 52 items, which demonstrated high internal consistency (α = .851). The findings indicate that the overall level of self-regulated learning is moderate (M = 2.801, SD = 0.3004). Both metacognitive knowledge (M = 2.805, SD = 0.3732) and regulation of cognition (M = 2.798, SD = 0.2670) were also at a moderate level. Pearson correlation analysis revealed no statistically significant relationship between self-regulated learning and academic performance (r = 0.052, p > 0.05). However, multiple regression analysis identified comprehension monitoring as the only significant predictor of academic performance (β = 0.315, p = 0.006). These findings underscore the critical role of comprehension monitoring as a key metacognitive skill influencing academic achievement. The study highlights the need for targeted pedagogical interventions to strengthen metacognitive competencies, particularly in the areas of debugging and evaluation, to enhance students’ learning effectiveness and academic outcomes.
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