Self regulated learning skills of pre-service biology teachers in animal physiology: A preliminary analysis

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Self-Regulated Learning is a proactive approach to education in which individuals control and govern their own learning processes. Self-regulated learning (SRL) is critical for students’ academic achievement in higher education. The purpose of this study was to ascertain the SRL skills of students from Universitas Islam Negeri Raden Fatah, Palembang, Indonesia. A survey of 164 individuals was undertaken. Students’ self-regulated learning skills were assessed using a rubric based on the Motivated Strategies for Learning Questionnaire (MSLQ), which includes components measuring motivation (orientation of intrinsic goals, orientation of extrinsic goals, task score, control of learning confidence, self efficacy in learning and performance, test anxiety) and learning strategies (practice, elaboration, organization, critical thinking, metacognitive self-regulation, environmental management time and study, setting effort, peer learning, and seeking help). The findings indicated that the average level of student motivation in Animal Physiology was fair (67.72). Similarly, the average score of classroom learning strategies was fair (68.00). Students’ self-regulated learning skills must be strengthened, both in terms of motivation and learning strategies, for example, by implementing appropriate instructional model or learning strategy.