KUNCI MANAJEMEN WAKTU PENGERJAAN TUGAS KELOMPOK DALAM ERA KOLABORASI: BENARKAH SELF EFFICACY DAN SELF REGULATED BERPENGARUH?

Nasriani Nasriani(1*), Nur Afiah(2),

(1) Program Studi Bimbingan Konseling Islam, Fakultas Ushuluddin, Adab dan Dakwah, IAIN Parepare, Parepare, Indonesia
(2) Program Studi Bimbingan Konseling Islam, Fakultas Ushuluddin, Adab dan Dakwah, IAIN Parepare, Parepare, Indonesia
(*) Corresponding Author

Abstract


Time management in group assignments is a key factor in students' academic achievement. However, many students still face challenges in managing their time optimally, which affects team performance quality. This study aims to analyze the influence of self efficacy and self-regulation on students' time management in the context of group assignments. A quantitative research method was employed using a multiple linear regression analysis design. The study sample consisted of 150 active students from IAIN Parepare, selected through a cluster random sampling technique. Data were collected through questionnaires measuring self-efficacy, self-regulation, and time management scales. The results indicate that self-regulation has a significant impact on students' time management, whereas self efficacy does not show a significant effect. These findings suggest that students with strong self-regulation skills are better able to plan, prioritize tasks, and complete assignments on time compared to those who rely solely on self-efficacy. The implications of this study highlight the importance of self-regulation training in academic settings to enhance the effectiveness of group assignments. Therefore, educational institutions are encouraged to develop learning strategies that focus on strengthening self-regulation to support students' academic success.


Keywords


Students; Time Management; Group Assignments; Self-Regulation; Self-Efficacy

Full Text:

PDF

References


Al-Abyadh, M. H. A., & Azeem, H. A. H. A. (2022). Academic Achievement: Influences of University Students’ Self-Management and Perceived Self-Efficacy. Journal of Intelligence, 10. https://doi.org/10.3390/jintelligence10030055

Al-Hawamleh, M., Alazemi, A., Al-Jamal, D., Shdaifat, S. Al, & Gashti, Z. R. (2022). Online Learning and Self-Regulation Strategies: Learning Guides Matter. Education Research International. https://doi.org/10.1155/2022/4175854

Bai, X., & Gu, X. (2022). Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy. Journal of Computer Assisted Learning, 38, 1173–1184. https://doi.org/10.1111/jcal.12676

Greco, A., Annovazzi, C., Palena, N., Camussi, E., Rossi, G., & Steca, P. (2022). Self efficacy Beliefs of University Students: Examining Factor Validity and Measurement Invariance of the New Academic Self efficacy Scale. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.498824

Han, F., Vaculíková, J., & Juklová, K. (2022). The relations between Czech undergraduates’ motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1001202

Han, J., DiGiacomo, D., & Usher, E. (2023). College students’ self-regulation in asynchronous online courses during COVID-19. Studies in Higher Education, 48, 1440–1454. https://doi.org/10.1080/03075079.2023.2201608

Klimova, B., Zamborova, K., Cierniak-Emerych, A., & Dziuba, S. (2022). University Students and Their Ability to Perform Self-Regulated Online Learning Under the COVID-19 Pandemic. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.781715

Kutova, O., & Sahaidak-Nikitiuk, R. (2023). A methodical approach to the multi-criteria selection in the pharmaceutical technological research with quantitative factors. News of Pharmacy. https://doi.org/10.24959/nphj.23.105

La Rubia José Moral, D., & La O Adrián Valle, D. (2022). Quantile regression, a little-known analysis option in psychological research. International Journal of Psychology and Counselling. https://doi.org/10.5897/ijpc2022.0686

Lu, J.-Y., Chen, X., Wang, X., Zhong, R., & Wang, H. (2022). Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period. Sustainability. https://doi.org/10.3390/su142215345

Malmberg, J., Saqr, M., Järvenoja, H., & Järvelä, S. (2022). How the Monitoring Events of Individual Students Are Associated With Phases of Regulation: A Network Analysis Approach. J. Learn. Anal., 9, 77–92. https://doi.org/10.18608/jla.2022.7429

Qian, Y., Yu, X., & Liu, F. (2022). Comparison of Two Approaches to Enhance Self-Esteem and Self-Acceptance in Chinese College Students: Psychoeducational Lecture vs. Group Intervention. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.877737

Ragusa, A., González-Bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Mínguez-Mínguez, L., Obregón, A., & Fernández-Ortega, C. (2023). Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1073529

Ruan, Y. (2024). Exploring Multiple Regression Models: Key Concepts and Applications. Science and Technology of Engineering, Chemistry and Environmental Protection. https://doi.org/10.61173/yjpt3s59

Samsuddin, Y. B. (2024). EFEKTIVITAS MODEL PJBL TERHADAP KETERAMPILAN kompleksitas dunia modern . Menurut ( Bazelais & Doleck , 2018 ) keterampilan ini sangat abad ke-21 . Negara-negara seperti Finlandia dan Singapura berhasil menerapkan model sejak dini ( Larmer , 2017 ). Model . 5(6), 7546–7557.

Saqr, M., & López-Pernas, S. (2024). Mapping the self in self-regulation using complex dynamic systems approach. Br. J. Educ. Technol., 55, 1376–1397. https://doi.org/10.1111/bjet.13452

Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023). Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1110086

She, C., Liang, Q., Jiang, W., & Xing, Q. (2023). Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1162072

Stan, M., Topala, I., Necşoi, D., & Cazan, A. (2022). Predictors of Learning Engagement in the Context of Online Learning During the COVID-19 Pandemic. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.867122

Ye, J., Fang, X., Huang, Y., & Xiao, D. (2024). Quantitative Research on New Energy Vehicle Development Based on Multiple Linear Regression. Highlights in Business, Economics and Management. https://doi.org/10.54097/5g5f5983

Zhou, J., Wang, S., & Wang, J. (2022). Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1012407

Zhou, W., Zhao, L., & Kaabar, M. (2022). The Effect of Teachers’ Support on Learners’ Online Self-Regulated Learning: Mediating Analysis Based on Self-Efficacy. Int. J. Emerg. Technol. Learn., 17, 207–217. https://doi.org/10.3991/ijet.v17i17.34027




DOI: https://doi.org/10.59027/alisyraq.v8i1.888

Refbacks

  • There are currently no refbacks.


Published by:
Perkumpulan Ahli Bimbingan Konseling Islam Indonesia
Islamic Guidance and Counseling Room, Faculty of Da'wah and Communication Building, First Floor, State Islamic University (UIN) Sunan Kalijaga, Jl. Marsda Adisucipto, Yogyakarta, Indonesia, Postal Code 55281

ISSN (p) : 2685-5453
ISSN (e) : 2685-8509

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional.