The Effect of Self-Regulated Learning Psychoeducation on Improving Self-Regulated Learning and Academic Achievement among Students at SMP Negeri 4 Sumbawa

Abstract

Academic achievement is one of the important indicators of students' success in the educational process.
Students' academic achievement is not only influenced by external factors, such as learning environments
and teaching methods, but also by internal factors related to students' ability to manage their own learning
processes. One of the psychological factors that plays an important role in learning activities is selfregulated learning (SRL), which refers to an individual's ability to plan, monitor, control, and evaluate their
learning activities independently. Low levels of self-regulated learningmay cause students to experience
difficulties in managing study time, maintaining academic motivation, and achieving optimal learning
outcomes. Therefore, an intervention through self-regulated learning psychoeducation is needed to help
students improve their ability to regulate their learning processes.This study aims to determine the effect
of self-regulated learning psychoeducation on improving students' academic achievement at SMP Negeri 4
Sumbawa. This study employs a quantitative approach using an experimental method with a one-group
pretest-posttest design. The participants of this study are planned to consist of approximately 30–50
students from SMP Negeri 4 Sumbawa who meet the research criteria. Data collection will be conducted
using a self-regulated learning scale, documentation of students' academic scores, and measurements
conducted before and after the psychoeducational intervention. Data analysis will be performed using
inferential statistical analysis with a paired sample t-test to examine differences in students' learning
abilities before and after the intervention. The expected results of this study indicate that self-regulated
learning psychoeducation can improve students' ability to manage their learning processes, increase
academic motivation, and positively influence academic achievement. This research is expected to
contribute to the field of educational psychology, particularly regarding the implementation of
psychological interventions to develop students' independent learning abilities and improve their academic
performance.