Improving Student Engagement in Online Learning: How the Online Learning Readiness Scale and Self-Assessment Matter?

Abstract

This study aims to: (1) analyze students’ online learning readiness to carry out the online learning process; and (2) photograph the implementation of online learning related to the student self-assessment rubric. The research is quantitative descriptive research. Participants are Elementary School Teacher Education students, which consists of 9 classes (N = 346) who are students of the 3rd semester and 5th semester of the year 2020. Questionnaires used is a modification of Penn State University on Questionnaire Readiness Learning Online (2020) tested the validity in each item and meets the instrument reliability test (KR20 = 0.867). The result shows most respondents fall into the high readiness category in online learning (60%). Students have demonstrated the ability to complete the task at the scheduled time and meet the appropriate criteria and rate themselves in SIPEJAR (MOODLE-based).