The Influence of Self-Regulated Learning towards Self-Esteem, Self-Efficacy, and Self-Control of Physical Education Students on Table Tennis Learning

This study aims to examine the effect of the SelfRegulated Learning Model (SRL) on self-efficacy, self-esteem, and self-control of students of the Faculty of Sport and Health Education (to be later referred as FPOK), Universitas Pendidikan Indonesia, in learning table tennis games. The study was carried out using the field experiment method, and posttest control group design, where the SRL model was the independent variable (VI) while the self-efficacy, self-esteem, and self-control as the dependent variable (VD). The population in this study were FPOK students, while the sample was 60 elementary school Physical Education Study Program (PJSD) students who contracted table tennis courses. The instrument used to collect data is a scale to measure the significance of the influence of the SRL Model on self-efficacy, self-esteem, and self-control, as well as interviews to confirm the data collected. The results of the study prove that SRL has a significant effect on self-esteem, selfefficacy, and self-control of FPOK UPI students in Multivariate table tennis courses. SRL has a significant effect on FPOK UPI students' self-esteem in learning Table Tennis Games. SRL has a significant effect on FPOK UPI student self-efficacy in learning Table Tennis Games. SRL has a significant effect on the selfcontrol of FPOK UPI students in learning Table Tennis Games. The group given the SRL intervention proved to have a higher and significant effect than the conventional group on the development of self-control, self-efficacy and self-esteem. Keywords—self-regulated learning; self-control; self-efficacy; self-esteem

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