Kemandirian Belajar dan Karakter Tanggung Jawab Siswa: Systematic Literature Review Publikasi 2021–2026

Fadhilah Rafli Muhammad

doi:10.51903/pendekar.v4i5.1998

Authors

Fadhilah Rafli Muhammad Universitas Sains dan Teknologi Komputer

DOI:

https://doi.org/10.51903/pendekar.v4i5.1998

Keywords:

kemandirian belajar, pemetaan celah bukti, pendidikan karakter, self-regulated learning, tanggung jawab

Abstract

Kemandirian belajar, yang dalam literatur internasional dikaji sebagai self-regulated learning (SRL), dan tanggung jawab sama-sama menjadi sasaran utama pendidikan berkarakter, tetapi jarang dikaji bersama. Artikel ini melaporkan tinjauan naratif terstruktur disertai pemetaan celah bukti, dan bukan systematic review. Rekaman diidentifikasi melalui penelusuran web manual pada laman penerbit dan portal jurnal akses terbuka pada 16 Oktober 2026, tanpa protokol terdaftar, tanpa kueri basis data terindeks, dengan penyaringan dan ekstraksi oleh satu penulis yang terutama bekerja dari abstrak, serta tanpa penilaian risiko bias. Dari 21 rekaman, 11 studi (tujuh studi primer dan empat tinjauan) pada jenjang dasar, menengah, dan kejuruan disintesis secara naratif. Pemetaan kesebelas studi terhadap konstruk yang diukur menghasilkan temuan utama: hanya dua studi mengukur tanggung jawab sebagai luaran, yaitu satu kuasi-eksperimen dan satu studi korelasional; dua studi merumuskan indikator tanpa mengukur perubahan; tujuh studi tidak mengukurnya. Bukti yang tersedia karena itu belum cukup untuk menaksir efek SRL terhadap tanggung jawab sebagai luaran karakter. Intervensi SRL berbasis sekolah dilaporkan meningkatkan strategi regulasi diri dengan efek kecil pada capaian akademik, sementara bimbingan guru, dukungan otonomi, dan proses motivasional berulang muncul sebagai kondisi pendukung. Artikel ini mengusulkan model konseptual bertanda bukti, empat proposisi yang dapat diuji, dan agenda penelitian.

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