<![CDATA[Non-formal education is one of many complementary, substitutes, and enhancers of formal education to achieve equal education in Indonesia. One form of implementing non-formal high school equivalent education is called C Package. The implementation of the C package is centralized at Community Learning Activity Center (PKBM), which is currently increasingly in demand by the community. Flexible lessons is one of many unique appeal to those interested in C package. Even though it is flexible in conducting lessons, the demand for mastery of the material and C package exam requirements is the same as formal education. This is a challenge for residents studying for C package, whom on average, are dropouts, are working and are married, or have limited study time. Therefore, it is necessary to possess the skill of self-regulation of studying for residents studying the C package. Self-regulation of studying is influenced by internal factors namely self-efficacy and external factors, namely social support. This study aims to determine and examine the role of self-efficacy and social support in self-regulation of studying. This research used correlational method with 83 participants participating in the C package program at X PKBM, aged 16 to 37 years. Participants were selected using purposive sampling technique. Instruments measuring the three research variables were adapted from Learning Strategies Scales, Self Efficacy Learning and Performance Scales and Multidimensional Scale of Perceived Social Support. Research data were analyzed using multiple regression. The results show that specifically, self-efficacy plays a role in self-regulation of studying (R2 = 0.245, p <0.05). Social support plays a role in self-regulation of studying (R2 = 0.210, p <0.05). Simultaneously, self-efficacy and social support contribute to self-regulation of studying (R2 = 0.359, p <0.05). Pendidikan nonformal merupakan salah satu pelengkap, pengganti, dan penambah pendidikan formal untuk mencapai pemerataan pendidikan di Indonesia. Salah satu bentuk penyelenggaraan pendidikan nonformal setara MA/SMA disebut dengan paket C. Pelaksanaan paket C terpusat di Pusat Kegiatan Belajar Masyarakat (PKBM), yang saat ini semakin diminati oleh masyarakat. Pembelajaran yang fleksibel menjadi salah satu daya tarik tersendiri bagi peminat paket C. Meskipun fleksibel dalam pembelajaran, tuntutan penguasaan materi dan persyaratan ujian paket C sama dengan pendidikan formal. Hal ini menjadi tantangan tersendiri bagi warga belajar paket C yang rata-rata merupakan warga putus sekolah, sudah bekerja dan berkeluarga, atau memiliki keterbatasan waktu belajar. Oleh karena itu, dibutuhkan kemampuan regulasi diri belajar pada warga belajar paket C. Regulasi diri belajar dipengaruhi oleh faktor internal yaitu efikasi diri dan faktor eksternal yaitu dukungan sosial. Penelitian ini bertujuan untuk mengetahui dan menguji peran efikasi diri dan dukungan sosial terhadap regulasi diri belajar. Metode penelitian adalah korelasional dengan partisipan berjumlah 83 orang warga belajar program paket C di PKBM X, berusia 16 hingga 37 tahun. Pemilihan partisipan menggunakan teknik purposive sampling. Instrumen yang mengukur ketiga variabel penelitian diadaptasi dari Learning Strategies Scales, Self Efficacy Learning and Performance Scales dan Multidimensional Scale of Perceived Social Support. Data penelitian dianalisis menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa secara spesifik, efikasi diri berperan terhadap regulasi diri belajar (R2 = 0.245, p < 0.05). Dukungan sosial berperan terhadap regulasi diri belajar (R2 = 0.210, p < 0.05). Secara simultan, efikasi diri dan dukungan sosial berperan terhadap regulasi diri belajar (R2 = 0.359, p < 0.05).]]>
