Abstract
This study aimed to answer the main problem whether learning achievement could be viewed from self-regulated learning, future orientation and parental support to obtain empirical support. This research used quantitative methods, the sample of 103 people. The data was collected with instruments, scale (1) self-regulated learning, (2) future orientation and (3) parental support. Learning achievement used report card grades. The results showed that learning achievement could be viewed from self-regulated learning, future orientation and parental support. It got very significant empirical support., score F reg=43,155 dan p=0,000 (p<0,01). Self-regulated learning, future orientation, and parental support provided an effective contribution of 55.4% to learning achievement. The biggest SE was from parental support 37.4%, followed by self-regulated learning 12.7%, and future orientation 6.6%. Based on the findings, the researcher suggests: (1) parents need to maximize learning support for children, strengthen emotional support, instrumental, and informative support. (2) teachers need to introduce self-regulated learning to students. (3) teachers and parents to explore the future orientation of children or students well, so that they grow stronger for a more planned future. And (4) researchers recommend the following research in elementary, junior high, senior high school and PT.
Highlights
The problem of learning achievement until now has never faded to be studied, it is not infinite the number of studies that make learning achievement variables
Yuzarion's research (2015a) proves that there is a relationship between self-regulated learning and the learning achievements of Malang City High School students. it can be understood that learning achievement can be viewed from self-regulated learning
The researchers set this research formula as follows; to find out whether learning achievement can be viewed from self-regulated learning, future orientation and parental support to obtain empirical support, with the title of the study; "Learning Achievement Judging from Self Regulated Learning, Future Orientation, and Parental Support"
Summary
The problem of learning achievement until now has never faded to be studied, it is not infinite the number of studies that make learning achievement variables. There are still many reports that explain the problem of low students’ achievement including the Trends in International Mathematics and Science Study (TIMSS) report in 2017, it still shows the low achievement in mathematics of Indonesian students, data obtained from 50 Indonesian student countries ranks fifth lowest with a score an average of 379 (nces.ed.gov/timss, accessed November 2019). Available online: http://journal.konselor.or.id/index.php/counsedu spread across 399 schools throughout Indonesia, Indonesian-sponsored mathematics and science scores below the average flat. Indonesian students are only able to obtain an average score of 379 in mathematics and an average score of 396. This PISA score is below the mathematics and science scores obtained by Singapura students, an average of 591 and 569 (kompas.com, accessed November 2019)
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