Abstract:
Purpose: Students who have the ability for Self-Directed Learning are expected to increased their Self
Awareness and Goal Settings, so that students are more involved in the learning process. This study
aims to determine the effect of self-directed learning on student goal setting, either directly or through
self-awareness. Research Methods: The research design uses a cross-sectional study method, to 144
students of junior high school. The sampling technique of population in this study is total sampling or
saturated sampling. The research instrument uses a self-awareness scale, a self-directed learning scale,
and a goal-setting scale. Data analysis techniques use path analysis. Findings: The more students’
Self-directed learning increased, the more their self-awareness and goal settings increased. Selfdirected learning affects both directly and indirectly through self-awareness of student goal setting.
This shows that Self-directed learning will be more successful in increased student goal setting if it is
followed by high self-awareness as well. Implications for Research and Practice: This study provides
new insight into Education through the perspective of self-awareness and self-directed learning for
goal settings students. The schools need to take more initiatives to emphasize student self-awareness
and students have clear goal settings in the learning process. Furthermore, the school also needs to put
more effort into supporting learning through emphasizing the importance of self-directed learning to
students.
Keywords: Self awareness, Self directed learning, goal setting, Junior High School Student.
