KEMANDIRIAN BELAJAR MAHASISWA PENDIDlKAN TEKNIK MESIN DITINJAU DAR! ASAL SEKOLAH, TEMPAT TINGGAL, DAN LAMA STUDI

Abstract

he system employing semester credit units requires students'
good self-regulated learning in order that they attain learning goals
successfully. The present article concerns a research aimed at
knowing
(l) of what level mechanical engineering students' self­
dependence in learning was as seen from both their self-stated views
about their self-regulated learning and their self-regulated learning
in practice; (2) whether there was any difference in level
of self­
regulated learning among those having different types
of high school
educational background; (3) whether there was any difference
in
level of self-regulated learning among those having studied for
different numbers
of semesters; and (4) whether the environment
where they live influences their self-dependence in learning,
or, in
other words, their self-regulated learning.
The research employed a positivistic approach which was
exploratory in nature. The population consisted
of 254 students of
the Mechanical Engineering Education Study Program, Faculty of
Engineering, State University of Yogyakarta, who were taking
courses in one even-numbered semester or another in the academic
year
of 2005/2006. The sample size was 228 and the research
subjects were randomly selected. The data were compiled by using a
closed self-report type
of questionnaire using a Linkert-type scale
model. The data were analyzed by means
of non-parametric
statistics using the Kruskal-Wallis Test and the Mann-Whitney U
Test since the data distribution did not fulfill the inferential
parametric analysis assumption The research findings indicate that (1) the level of the students'
self-regulated learning was very good though the mean score for
their self-regulated learning in practice is lower than that for their
self-stated views about their self-regulated learning; (2) there is no
difference in level
of self-regulated learning between those with a
general high school educational background and those with a
vocational high school educational background, according
to both
their self-stated views on it and their self-regulated learning in
practice; (3) there is no difference in level
of self-regulated learning
between those who live with their family and those who live at some
off-campus housing, according
to both their self-stated views on it
and their self-regulated learning in practice; and (4) there is no
difference in level
of self-regulated learning among those having
studied for different numbers
of semesters, according to both their
self-stated views on it and their self-regulated learning
in practice,
excluding the views
of those in their second semester on their self­
regulated learning