PENGARUH KEMANDIRIAN BELAJAR TERHADAP BERPIKIR KRITIS : BUKTI EMPIRIS PADA MATA KULIAH STATISTIK EKONOMI DAN BISNIS
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Abstract
Critical thinking skills are a crucial competence in solving quantitative data phenomena in Economic and Business Statistics courses. However, the abstract nature of the course often triggers student dependence on lecturers. This study aims to empirically examine the effect of self-regulated learning on students' critical thinking skills in the Economic and Business Statistics course. This associative quantitative research involved 76 students of the Islamic Economics Study Program at the Faculty of Islamic Economics and Business. Data were collected through self-regulated learning questionnaires and critical thinking skills tests, which were then analyzed using simple linear regression via SPSS software. The results showed that self-regulated learning had a positive and significant effect on students' critical thinking skills. Self-regulated learning contributed 92.7% to the variation in critical thinking skills, while the remainder was explained by other factors outside the research variables. Indicators of self-regulation and initiative in seeking learning resources became the main drivers of students' sharpness in analyzing statistical data, evaluating hypotheses, and drawing valid economic inferences. The implications of this study emphasize the importance of lecturers designing project-based learning to stimulate learning autonomy while sharpening students' critical thinking skills
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References
Anderson, L. W. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Asmar. (2025). Hubungan Kemandirian Belajar dengan Kemampuan Berpikir Kritis Mahasiswa. Journal of Creative Student, 114.
Ennis, R. (1985). A Logical Basis for Measuring Critical Thinking Skills. Education Leadership, 44-48.
Facione, P. A. (1990). ritical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report). Millbrae: California Academic Press.
Garrison. (1997). Self-Directed Learning : Toward a Comprehensive Model. Adult Education Q, 18-33.
Hamalik, O. (2014). Proses Belajar Mengajar. Jakarta: Bumi Aksara.
Jamaluddin, D. (2020). Pembelajaran Daring Masa Pandemik: Hambatan, Solusi dan Proyeksi. Bandung: UIN SGD Press.
JumaisyarohT., N. &. (2014). Peningkatan Kemampuan Berpikir Kritis Matematis dan Kemandrian Belajar. Jurnal Pendidikan Matematika, 102.
Knowles, M. (1975). Self-Directed Learning: A Guide For Learners and Teachers. New York: Association Press.
Mudjiman, H. (2006). Belajar Mandiri (Self-Directed Learning). Surakarta: LPP UNS.
Muhammad Yunus, dan Depi Kurniati. (2022). Profil Kemandirian Belajar Mahasiswa Program Studi Ekonomi Syariah Pada Masa Covid-19. Literasia: Jurnla Ilmu Pendidikan dan Keguruan, 55.
Pintrich, P. R. (2004). A Conceptual Framework for Assesing Motivation and Self Regulated Learning in College Students. Educational Psychology, 385-390.
Purwadinata, S. (2020). Pengantar Ilmu Ekonomi Kajian Teoritis dan Praktis. Sumbawa: Literasi Nusantara.
Purwanto, M. (2020). Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT. Remaja Rosdakarya.
Schraw, G. &. (2011). Assessment of Higher Order Thinking Skills. Charlotte: Information Age Publishing.
Utami, R. &. (2021). Pengaruh Kemandirian Belajar terhadap Kemampuan Berpikir Kritis. Jurnal Ekonomi Pendidikan dan Kewirausahaan, 194.
Walpole, R. E. (2011). Pengantar Statistika. Jakarta: PT. Gramedia Pustaka Utama.
Main Article Content
Abstract
Critical thinking skills are a crucial competence in solving quantitative data phenomena in Economic and Business Statistics courses. However, the abstract nature of the course often triggers student dependence on lecturers. This study aims to empirically examine the effect of self-regulated learning on students' critical thinking skills in the Economic and Business Statistics course. This associative quantitative research involved 76 students of the Islamic Economics Study Program at the Faculty of Islamic Economics and Business. Data were collected through self-regulated learning questionnaires and critical thinking skills tests, which were then analyzed using simple linear regression via SPSS software. The results showed that self-regulated learning had a positive and significant effect on students' critical thinking skills. Self-regulated learning contributed 92.7% to the variation in critical thinking skills, while the remainder was explained by other factors outside the research variables. Indicators of self-regulation and initiative in seeking learning resources became the main drivers of students' sharpness in analyzing statistical data, evaluating hypotheses, and drawing valid economic inferences. The implications of this study emphasize the importance of lecturers designing project-based learning to stimulate learning autonomy while sharpening students' critical thinking skills
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Anderson, L. W. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Asmar. (2025). Hubungan Kemandirian Belajar dengan Kemampuan Berpikir Kritis Mahasiswa. Journal of Creative Student, 114.
Ennis, R. (1985). A Logical Basis for Measuring Critical Thinking Skills. Education Leadership, 44-48.
Facione, P. A. (1990). ritical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report). Millbrae: California Academic Press.
Garrison. (1997). Self-Directed Learning : Toward a Comprehensive Model. Adult Education Q, 18-33.
Hamalik, O. (2014). Proses Belajar Mengajar. Jakarta: Bumi Aksara.
Jamaluddin, D. (2020). Pembelajaran Daring Masa Pandemik: Hambatan, Solusi dan Proyeksi. Bandung: UIN SGD Press.
JumaisyarohT., N. &. (2014). Peningkatan Kemampuan Berpikir Kritis Matematis dan Kemandrian Belajar. Jurnal Pendidikan Matematika, 102.
Knowles, M. (1975). Self-Directed Learning: A Guide For Learners and Teachers. New York: Association Press.
Mudjiman, H. (2006). Belajar Mandiri (Self-Directed Learning). Surakarta: LPP UNS.
Muhammad Yunus, dan Depi Kurniati. (2022). Profil Kemandirian Belajar Mahasiswa Program Studi Ekonomi Syariah Pada Masa Covid-19. Literasia: Jurnla Ilmu Pendidikan dan Keguruan, 55.
Pintrich, P. R. (2004). A Conceptual Framework for Assesing Motivation and Self Regulated Learning in College Students. Educational Psychology, 385-390.
Purwadinata, S. (2020). Pengantar Ilmu Ekonomi Kajian Teoritis dan Praktis. Sumbawa: Literasi Nusantara.
Purwanto, M. (2020). Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT. Remaja Rosdakarya.
Schraw, G. &. (2011). Assessment of Higher Order Thinking Skills. Charlotte: Information Age Publishing.
Utami, R. &. (2021). Pengaruh Kemandirian Belajar terhadap Kemampuan Berpikir Kritis. Jurnal Ekonomi Pendidikan dan Kewirausahaan, 194.
Walpole, R. E. (2011). Pengantar Statistika. Jakarta: PT. Gramedia Pustaka Utama.