Hubungan Self-Regulated Learning Dengan Prestasi Mahasiswa Pada Mata Kuliah Sprachfertigkeit

Abstract

This study aims to determine the relationship between self-regulated learning and students' achievement in the Sprachfertigkeit course. Self-regulated learning refers to students' ability to plan, monitor, control, and evaluate their own learning processes in order to achieve academic goals. In German language learning, particularly in Sprachfertigkeit courses that emphasize language skills development, the ability to manage learning activities independently plays an important role in academic success. This research employed a quantitative approach with a correlational design. The participants were 25 students of the German Language Education Study Program who were enrolled in the Sprachfertigkeit course. Data on self-regulated learning were collected through questionnaires, while achievement data were obtained from students' final course grades. Data were analyzed using Pearson Product Moment correlation. The results revealed a positive and significant relationship between self-regulated learning and students' achievement in the Sprachfertigkeit course (r = 0.637; p = 0.001). The higher the students' level of self-regulated learning, the higher their academic achievement in the course. These findings indicate that self-regulated learning contributes to students' academic performance in German language learning.