PENGARUH SELF REGULATED LEARNING DAN INTENSITAS PEMBERIAN TUGAS TERHADAP HASIL BELAJAR AKUNTANSI KEUANGAN PASCA PANDEMI COVID-19 DENGAN ACADEMIC STRESS SEBAGAI VARIABEL MEDIASI

THE EFFECT OF SELF REGULATED LEARNING AND INTENSITY OF ASSIGNMENT ON FINANCIAL ACCOUNTING LEARNING OUTCOMES POST PANDEMI COVID-19 USING ACADEMIC STRESS AS A MEDIATION VARIABLE

Peralihan pembelajaran pasca pandemi covid-19 berdampak pada pencapaian peserta didik yakni hasil belajar. Hasil belajar menjadi ukuran peserta didik berhasil atau tidak selama proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui peran academic stress sebagai pemediasi pengaruh self regulated learning terhadap terhadap hasil belajar akuntansi keuangan pasca pandemi covid-19 serta pengaruh self regulated learning, intensitas pemberian tugas, dan academic stress terhadap hasil belajar akuntansi keuangan pasca pandemi covid-19 di SMK Negeri 1 Jombang. Jenis penelitian ini yakni penelitian kuantitatif. Teknik sampling simple random sampling diterapkan sehingga diperoleh 104 peserta didik kelas XII AKL SMK Negeri 1 Jombang. Pengujian hipotesis menggunakan regresi berganda dan uji sobel. Hasil uji hipotesis menunjukkan bahwa (1) terdapat pengaruh self regulated learning terhadap academic stres, (2) terdapat pengaruh academic stress terhadap hasil belajar akuntansi keuangan, (3) tidak terdapat pengaruh self regulated learning terhadap hasil belajar akuntansi keuangan, (4) terdapat pengaruh intensitas pemberian tugas terhadap hasil belajar akuntansi keuangan, (5) terdapat pengaruh self regulated learning melalui academic stress sebagai variabel mediasi terhadap hasil belajar akuntansi keuangan, dan (6) terdapat pengaruh self regulated learning, intensitas pemberian tugas, dan academic stress terhadap hasil belajar akuntansi keuangan. 

Kata kunci: self regulated learning, intensitas pemberian tugas, academic stress

The transition to learning after the Covid-19 pandemic has an impact on students' desires, namely learning outcomes. Learning outcomes are a measure of whether students are successful or not during the learning process. The purpose of this study was to determine the role of academic stress as mediating the effect of learning self-regulation on learning outcomes of post-covid-19 financial accounting as well as the effect of self-regulation of learning, the intensity of assignments, and academic pressure on learning outcomes of post-covid-19 financial finance in vocational schools. Country 1 Jombang. This type of research is quantitative research. The simple random sampling technique was applied in order to obtain 104 students of class XII AKL SMK Negeri 1 Jombang. Hypothesis testing using multiple regression and sobel test. The results of the hypothesis test show that (1) there is an effect of self-regulation on academic stress, (2) there is an influence of academic pressure on learning outcomes of financial accounting, (3) there is no effect of self-regulation on learning outcomes of finance, (4) there is an influence of the intensity of assignments on financial accounting learning outcomes, (5) there is an effect of self-regulation of learning through academic pressure as a mediating variable on financial accounting learning outcomes, and (6) there is an effect of self-regulation of learning, the intensity of assignments, and academic pressure on financial accounting learning outcomes.

Keywords: self regulated learning, intensity of assignments, academic stress