| dc.description.abstract | Teachers are educators who have main tasks such as educating, teaching and guiding in learning and teaching activities. However, it is not uncommon for teachers to experience problems such as feeling tired when teaching and recapitulating reports, sometimes not preparing learning materials, and other problems. Self-regulated learning and grit can affect teacher performance for the better. With self-regulated learning, teachers can be highly motivated. In addition, grit can encourage teachers to work hard to realize the goals they want to achieve. This correlational quantitative research aims to determine the relationship between grit and self-regulated learning in SDS Muhammadiyah 03 Medan teachers totaling 45 teachers. The instruments used were the grit scale from the research of the Cognitive and Learning Studies Team of the USU Psychology Faculty (2023) and the self-regulated learning scale from Rola's research (2023). Data were analyzed using the Pearson Product Moment test. Based on the results of data analysis, a significance value of 0.001 <0.05 was obtained. The results showed that there is a relationship between grit and self-regulated learning in teachers of SDS Muhammadiyah 03 Medan. Meanwhile, the correlation value is 0.462 which shows a strong positive relationship between grit and self-regulated learning which means that the higher the grit, the higher the self-regulated learning. Vice versa, the lower the grit, the lower the self-regulated learning. | en_US |
