Abstract
Self-regulated learning (SRL) is used to learn things that affect student learning and learning outcomes. This research type is review research, which critically examines and sees the application of the SRL model in Indonesia. The criteria taken in this review research are learning models that have a theoretical and practical foundation. The learning models analyzed include learning models from Boekaerts; Winne; Zimmerman; Efklides; Hadwin, Jarvela and Miller; and Pintrich because it was used as a basis for various SRL studies. Each learning model is explored in detail, including a description of the model, a practical foundation, and instruments built on the model. After that, the learning model is compared with a number of aspects in each phase, so a newer and simpler learning model synthesis appears. The empirical evidence from the SRL meta-analysis was raised regarding the evaluation of the model. The SRL model can improve students' SRL skills, especially students who are still dependent on the teacher's role. Therefore, it is necessary to categorize students before applying the SRL development model consisting of goals, strategies, and reflections. Teachers should have various lists of SRL models, so they can adjust their interventions to improve these skills more effectively.
Highlights
Self-regulated learning (SRL) is a skill that is closely related to the way students regulate emotions, cognition, behavior, and aspects of their environment during learning
The SRL models are made at the level of students ready and know what benefits will be obtained when they proceed with their learning
SRL is a broad domain that provides a variety of sources for understanding variables that influence student learning and learning outcomes
Summary
Self-regulated learning (SRL) is a skill that is closely related to the way students regulate emotions, cognition, behavior, and aspects of their environment during learning. The better the student's SRL, the easier it is to interpret what it learns, the more mature its character, and the more its learning outcomes [1]. The 21st Century Competencies (21CC) framework emerged as an effort to improve and reform the education system in order to prepare students to become effective human beings, as well as to solve all the complex problems they face [2]. The competencies and skills needed by students in facing their world in the 21st century are emphasized on seven skills. Collaboration and leadership, dexterity and adaptability, initiatives, and entrepreneurial spirit, communicating both verbally and in writing, interpreting the information obtained both and having good curiosity and imagination [3]
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