Strategi Regulasi Diri dalam Peningkatan Motivasi Membaca
DOI:
https://doi.org/10.33603/dj.v8i1.4613Abstract
Abstrak. Era adaptasi di masa pandemi COVID-19 ini dapat menjadi momen bagi kita untuk mulai berpikir bagaimana membuat perubahan pendidikan di masa depan. Para siswa memerlukan kemampuan yang relevan dalam menghadapi perubahan dan mengatasi tantangan, di antaranya dengan kemampuan membaca. Kemampuan membaca semakin dipentingkan ketika masyarakat bergerak semakin dinamis, berkebutuhan semakin kompleks, berpikir semakin kritis, dan bernilai semakin tinggi. Kemampuan membaca yang tinggi dapat dicapai apabila ada kondisi yang menggerakkan pembelajar untuk mencapai kemampuan membaca tersebut. Motivasi membaca dapat menyebabkan timbulnya kekuatan pada individu untuk menggerakkan seseorang melaksanakan kegiatan membaca. Self-regulated learning dapat menjadi salah satu alternatif pembelajaran agar motivasi dapat meningkat dalam suasana belajar mandiri. Hasil studi menunjukkan bahwa self regulated learning relevan digunakan untuk memantik motivasi akademik siswa. Regulasi diri dalam belajar juga membawa siswa menjadi master (ahli/menguasai) dalam belajarnya. Self regulated learning melibatkan tiga komponen utama: strategi kognitif, strategi metakognitif, dan motivasi. Ada hal penting yang perlu mendapatkan perhatian atas keberhasilan proses peningkatan motivasi membaca, yaitu persistensi. Keberhasilan dari proses motivasi adalah adanya persistensi yang tinggi. Adanya hambatan dan tantangan membaca dapat diatasi dengan persistensi yang tinggi.
Kata kunci: motivasi membaca, persistensi, self regulated learning
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