Self-Regulated Learning Of Junior High School Students In The Middle of Parental Phubbing Phenomenon

Abstract

Students who are in junior high school are students who are in the transition period from childhood to adolescence. During this period, they have many difficult problems to overcome such as intelligence, physical appearance, skills, social status, identity crisis, or related to special talents they have. So, at this time the role of the family, especially parents, is really needed. To be able to have good learning achievements in the study they should have their own self regulated learning. However, in this technological era, it is not uncommon to see parents who pay more attention to their cellphones when they are with their children and tend not to give their children their full attention. This phenomenon is called parental phubbing. This research is aim to explore about how students can continue to strive to achieve an understanding of learning amidst a lack of attention from parents or how self-regulated learning of junior high school students amidst the Parental Phubbing Phenomenon. The method used in this research is a qualitative method and used data collection techniques by interviewing two participants. The results of this research are self-regulated learning for junior high school students in the middle of the parental phubbing phenomenon has almost positive results. However, the two participants have different levels of self-regulated learning, and then there are several factors that can influence self-regulated learning in junior high school students amidst the parental phubbing phenomenon, namely extracurricular or school activities, family togetherness and the absence of coercion as external factors. Beside that, self acceptance, self-awareness, curiosity, independence, the existence of goals or hopes are internal factors.

Keywords: Self-Regulated Learning, Parental Phubbing, Junior High School Student.