Low Self-regulated Learning Research Articles

Do Computational Thinking and Self Regulated Learning Affect Computer Programming Problem Solving Skills? : An Experimental Study

This study aims to analyze the effect of computational thinking and self regulated learning on computer programming problem-solving skills. The research used a quasi-experiment with a factorial design. Research sampling using a purposive sampling technique. The sampling of this study used a purposive sampling technique, namely students of Bumigora University, Indonesia. The data collected were in the form of tests with data analysis techniques using inferential statistics. The results showed the fulfillment of the prerequisite tests of normality and homogeneity with each Sig value obtained > 0,05. The paired sample t-test test in the control and experimental groups obtained each Sig value < 0.05, so it can be concluded that there is a significant difference in student learning outcomes in each control group and experimental group. The independent sample t-test test obtained a Sig value < 0.05, so it can be concluded that there is a significant difference between the computational thinking method and the conventional learning method. The independent sample t-test test obtained a Sig value < 0.05, so it can be concluded that there is a significant difference between high and low self-regulated learning. Factorial ANOVA test obtained Sig value <0.05, so it can be concluded that the interaction between learning methods and self-regulated learning makes a significant difference in the ability to solve computer programming problems. The implications of applying computational thinking methods and developing self-regulated learning skills significantly improved problem-solving skills in computer programming, thus supporting the need to integrate this approach into curricula and teaching strategies.

The Effect Of Discovery Learning In Mathematics Learning On Computational Thinking In Terms Of Self-Regulated Learning (Srl) In Student

Discovery learning is a learning process aimed at uncovering new knowledge through teaching and learning activities. This study investigates the effect of discovery learning in mathematics on computational thinking, considering students' self-regulated learning levels. Employing a quantitative approach with an experimental method, specifically the Posttest-Only Control Group Design, the research sampled VB class students as the experimental group and VC class students as the control group. Data were collected through computational thinking tests, focusing on decomposition, abstraction, algorithm design, and pattern recognition, and analyzed using a two-way ANOVA with a treatment by level 2 x 2 design. The findings reveal: (1) Computational thinking of students exposed to discovery learning differs from those taught with a scientific approach, (2) There is an interaction effect between learning models and self-regulated learning on computational thinking, (3) Students with high self-regulated learning exhibit higher computational thinking in mathematics through discovery learning compared to those taught with a scientific approach, (4) No significant difference exists in computational thinking outcomes between students with low self-regulated learning regardless of the teaching method. Consequently, discovery learning, combined with high self-regulated learning, leads to better computational thinking outcomes in mathematics.

The Relationship Between Self-Regulated Learning and Demographic Characteristics Among Undergraduate Nursing Students

Introduction: Self-regulated learning is the ability of individuals to actively regulate thought, feeling, and behavior during the learning process to achieve academic goals. Self-regulated learning is important to support the academic success of nursing students, but there is a lot of literature showing that nursing students are faced with various problems in learning such as tight assignment deadlines, time management, too many assignments, and difficulties in understanding the material caused by not being able to control and regulate themselves during the learning process. Objective: The purpose of this study was to determine the relationship between self-regulated learning and the demographic characteristics of nursing students. Methods: This study was a descriptive quantitative with cross sectional approach. The sample in this study is 276 respondents using a proportionate stratified random sampling technique. Self-Regulated Online Learning Questionnaire (SOL-Q) is used to measure the level of self-regulated learning. Results: The result of this study showed that there is a relationship between self-regulated learning and college years (p 0.05). Conclusion: Final year students who have low self-regulated learning can be caused by a lack of ability to manage time and motivation, while first-year students have high enthusiasm and motivation to succeed in academic fields. Students need to pay attention and have supporting factors in order to have good self-regulated learning The faculty is expected to be able to provide programs that help students develop self-regulated learning skills.

Analysis of Students' Physics Literacy Skills in Solving HOTS Problems and Self-Regulated Learning

The purpose of this research is to examine the physics literacy skills of students solving HOTS questions and self-regulated learning (SRL) on measurement material at private high schools in Maju Village, through descriptive research using a qualitative approach. The instruments used include questionnaires, and HOTS test questions on Measurement material. The results showed that the low SRL category (score 98) was unable to reach the questions at C4. The medium group (score 120), could not fulfill all level 4 indicators. In high SRL, students are able to fulfill the indicators, by solving the problem completely, using the right information, applying numeracy skills, and being able to provide conclusions and their reasons, but cannot fulfill the indicators at level 5 and 6. The learning independence factor plays a significant role in determining the level of HOTS student.

ANALISIS KEMAMPUAN BERPIKIR KRITIS MAHASISWA DALAM MENYELESAIKAN SOAL HOTS DITINJAU DARI SELF-REGULATED LEARNING

This research wa motivated by the low critical thinking skills of students in solving HOTS questions and the lack of self-regulated learning in attending Pengantar Dasar Matematika lectures. The aim of this research is to analyze students' critical thinking abilities in solving HOTS questions in terms of self-regulated learning. This research uses a qualitative methodology using descriptive techniques. The subjects of this research were 30 students of Mathematics Education, FKIP, University of Muhammadiyah Tangerang who had received integers material in Pengantar Dasar Matematika course and were selected using purposive sampling, namely students in semesters 1 and 3. Data collection was carried out by administering self-regulated learning questionnaires, HOTS integer questions, and interviews. The results of this research show that 20% of students have high self-regulated learning criteria, 63% have medium criteria, and 17% have low self-regulated learning criteria. Students with high self-regulated learning got an average critical thinking ability score of 3.06 out of 4, students with moderate self-regulated learning got an average score of 3.20 and 2.88 for students with low self-regulated learning. This shows that critical thinking skills are not always related to self-regulated learning.

Analyzing the students’ mathematical creative thinking ability in terms of self-regulated learning: How do we find what we are looking for?

This study aims to analyze the mathematical creative thinking ability of grade VIII students at a State Junior High School in Riau, Indonesia, in terms of self-regulated learning. A qualitative design was employed, utilizing descriptive methods through a case study approach, and the participants included 28 students of grade VIII-C. To ensure data accuracy, a data triangulation technique was employed, which included a test for mathematical creative thinking skills, self-regulated learning questionnaires, introductory questionnaires, and interview guidelines. The validity of the data was measured using the Miles and Huberman technique, which involved data reduction, data presentation, and drawing conclusions. The results showed that the mathematical creative thinking skills of students were relatively low. Furthermore, it was discovered that self-regulated learning was significantly correlated with creative thinking ability. Specifically, students who exhibited high levels of self-regulated learning demonstrated higher creative thinking abilities than their peers with moderate or low levels. Similarly, participants with moderate self-regulated learning displayed sufficient abilities, while those with low self-regulated learning exhibited poor creative thinking abilities.

Differences in the Improvement of Statistical Reasoning Ability Based on Students' Self-Regulated Learning Level in Online Learning Using LMS

In the literature, studies on technology-supported learning, especially using LMS, have been widely carried out during a pandemic. However, little is known about LMS, which is interesting and helps to develop students' statistical reasoning abilities for online learning by considering the students' Self-Regulated Learning (SRL) levels (High, medium and low). This study aims to examine and analyze the differences in statistical reasoning abilities of students who study using LMS in terms of SRL levels (high, medium and low). This study uses a quantitative method with the type of One-group pre-test post-test design. What took sampled randomly at the University of Pasundan Bandung, totalling 54 third-level students of Pasundan University Bandung, Indonesia. Research data related to statistical reasoning abilities were collected through a test consisting of six questions. In contrast, SRL level data were collected using a questionnaire consisting of 46 question items. Paired t-test and One-way ANOVA analysis were applied to answer the research hypothesis. The results of the study concluded that students studying with LMS with High SRL obtained a higher increase in statistical reasoning ability than students studying with LMS with Medium and low SRL categories, with the criteria for improvement in the three categories being in the high and medium improvement categories. Research findings related to learning using LMS can be used as an alternative learning model in online learning situations.

The Relationship Between Self-Regulated Learning Competency and Clinical Reasoning Tendency in Medical Students.

Self-regulated learning (SRL) is essential to professional learning and practice across disciplines. However, the literature provides limited insights into how medical educators could leverage the SRL framework to support trainees' strategic processes in clinical reasoning activities. In this study, we investigated the relationship between SRL competency and clinical reasoning tendency as 64 medical students diagnosed a virtual patient in a computer-simulated environment. We further examined whether students with different profiles of SRL competency and clinical reasoning tendency differed in their behavioral patterns and performance. The results suggested that SRL competency positively predicted clinical reasoning tendency. Enhancing medical students' SRL competency, especially their self-reflection skills, could increase the tendency toward relying on an analytic approach to clinical reasoning. Moreover, we identified two groups of students (i.e., analytic SRL learners, and non-analytic, low SRL learners) using K-means clustering analysis. The two groups of students differed in their behavioral patterns in clinical reasoning, as revealed by lag sequential analysis. Furthermore, analytic SRL learners ordered more relevant lab tests than non-analytic low SRL learners in clinical reasoning. This study has methodological and practical implications.

Exploring The Student’s Problem-Solving Skills In Missouri Mathematic Project Learning From The Self-Regulated Learning In Statistics Material

Education is the heart of the world. Exploration activities demonstrate students' mathematical problem-solving skills. Research purposes; The first, Identification learning outcomes by describing high, medium, and low Self-Regulated Learning (SRL) problem-solving abilities through the Missouri Mathematics Project (MMP). The second is to find out if the MMP model has a role in achieving classical mastery in its ability to solve mathematical problems the average value is it purpose achieved ≥ 80 in 75% of all samples. Mixed method, concurrent embedded design. A total of 75 students of the 8th grade of the SMP Pesantren Attaqwa Bogor in 2022-2023. Data from Problem-solving skills tests, SRL questionnaires, and interviews. Include 6 subjects; two high SRL students, two medium SRL students, and two low SRL students are picked from the 75 SRL-enrolled students. The teacher of the topic to be questioned in this study choose which students to interview. The research results show that: First, Students with high SRL are able to master the 4 components of Polya problem solving; medium SRL students are still able to understand the problem, make a settlement plan, carry out the settlement plan but are less able to re-examine the work; low SRL students are able to understand the problem but are less able to make a settlement plan, carry out the completion plan and re-check the work. Secondly, the KPM of statistical material students in the MMP model exceeded the mastery learning average score of ≥ 80 in 75% of class VIII students.

GAMBARAN KETERAMPILAN SELF REGULATED LEARNING SISWA SMP KELAS VIII SELAMA PEMBELAJARAN DARING

This study purpose to describe the self regulated learning skills of grade VIII junior high school students during online learning at SMP Negeri 9 Cimahi. This research is based on the reality at school, where there are a number of students who have a level of self regulated learning below the average while participating in online learning. The method used in this research is a qualitative method with a descriptive type of research. This study uses interview and observation techniques to collect data. The informants in this study were junior high school students grade VIII totaling 3 people with the criteria of having low self-regulated learning during online learning. In terms of metacognitive, motivational and behavioral aspects, the results of this study indicate that during online learning, students find it difficult to organize themselves in independent study sessions. This study also found internal factors and external factors as two factors that affect students' self regulated learning. Keywords: Online Learning, Self Regulated Learning

Kemampuan Pemecahan Masalah Calon Guru SD Ditinjau Dari Self Regulated Learning

The purpose of this study was to analyze the problem-solving abilities of prospective elementary school teachers in terms of self-regulated learning. The research was carried out at Almuslim University located in Bireuen, Aceh. The research subjects were 20 pre-service teacher elementary school. Data were collected from diagnostic tests and self-regulated learning attitude scales. The diagnostic test was given to 20 students consisted of two essay questions while the self-regulated scale consisted of five options, namely very often (SS), Often (S), KD (Sometimes), JR (Rarely), and TP (Never). The results showed that students who had high self-regulated learning were able to solve problem-solving skills well. Students who have moderate self-regulated learning have moderate solving abilities, this seems to be able to write mathematical models or be known from questions verbally or in written form, but without solving problems in the right way. Meanwhile, prospective elementary school teacher students who have low self-regulated learning indicate that they have low problem-solving skills. They understand the problem, but are unable to solve the problem properly. For that required the role of independent learning. Because the better the students' self-regulated learning, the better their mathematical problem solving abilities.Hence, it can be concluded that the student’ learning independence is at low level.

A QUALITATIVE ANALYSIS OF THE FACTORS INFLUENCING THE ADOPTION OF MOOC IN HIGHER EDUCATION

The purpose of this research is to highlight the factors influencing the adoption of MOOCs in the Malaysian context. This qualitative study was designed using focus group discussions (FGs) with fifty postgraduate students from two Malaysian Universities. The thematic analysis revealed two major themes, opportunities, and challenges. The findings revealed 12 sub-factors influencing the adoption of MOOCs, seven subfactors for the opportunities for using MOOC, namely, improve the higher education system, support lifelong learning, the accessibility, interactivity, flexibility, individualized instructions, and the positive attitude toward using MOOC. The challenges included 5 sub-factors, namely, lack of openness feature, lack of knowledge and skills, poor technology infrastructure, low self-regulated learning skills, and lack of instructor’ support. Such findings are important for improving the implementation of MOOCs in the Malaysian higher education system for MOOC learners and related stakeholders.

DEVELOPING CREATIVE THINKING SKILLS IN ECONOMICS SUBJECTS THROUGH A GOOGLE CLASSROOM-BASED BLENDED LEARNING MODEL AND SELF REGULATED LEARNING FOR HIGH SCHOOL STUDENTS

This study aims to enhance high school students' creative thinking skills in the field of Economics through the implementation of the Google Classroom-Based Blended Learning model and self-regulated learning strategies. The study's population comprises all students of SMAN 62, with the sample encompassing students from class XI IPS 1 (designated as the control group) and XI IPS 2 (assigned as the experimental group). Employing an experimental approach with a 2x2 factorial design, the research employed questionnaires, pre-tests, and post-tests as data collection tools. The data analysis reveals notable disparities in creative thinking skills between conventional classrooms and blended learning environments. Furthermore, variations in creative thinking skills are observed between students exhibiting low and high levels of self-regulated learning. The study also identifies significant interactions between the learning models and self-regulated learning concerning creative thinking skills. This interaction extends to the distinction in creative thinking skills between conventional classes and blended learning settings for students demonstrating high self-regulated learning as well as those displaying low self-regulated learning. Moreover, the research underscores disparities in creative thinking skills within conventional classes, differentiating students with high and low self-regulated learning. Analogously, differences in creative thinking skills are noted within blended learning classes, differentiating students with high and low self-regulated learning. In conclusion, the study establishes that students' creative thinking skills can be effectively enhanced by deploying the Google Classroom-Based Blended Learning model while cultivating a proactive self-regulated learning disposition. The augmentation of students' creative thinking skills is evident through post-treatment assessments based on a creative thinking indicator questionnaire.

Efektivitas layanan informasi menggunakan teknik problem-based learning untuk meningkatkan self regulated learning siswa

This research is motivated by the problems of students' self-regulated learning . This can be seen in the students when studying, there is no preparation for learning by students, students do not pay attention to the teacher during learning activities, lack of student responsibility for the assignments given by the teacher. Efforts made to improve student self-regulated learning are information services using a problem-based learning approach. The aims of this study were (1) to analyze the differences in the self-regulated learning of students in the experimental group before and after being given information services using a problem-based learning approach, (2) to analyze the differences in self-regulated learning of students in the control group before and after being given information services without using a problem-based approach learning, (3) testing the effectiveness of information services using a problem-based learning approach to improve student self-regulated learning . This study used an experimental design with a pretest and posttest control group design. The subjects in this study were 70 students at MTsN 1 City of SungaiFull, with a low self-regulated learning category . The instrument used in this study is a self-regulated learning instrument with a Likert scale. The technique used by purposive sampling. Data were analyzed using the Wilcoxon Signed Ranks Test and the Kolmogrof Smirnov 2 Independent Sample test with the help of SPSS version 20.00. The results of this study indicate that information services using a problem- based learning approach are effective in increasing student self-regulated learning . The results of this study can be used as a reference in assisting counseling guidance service programs, especially using a problem-based learning approach to overcome students' low self-regulated learning.

Student’s Computational Thinking Ability in Solving Trigonometry Problems in the Review of Self-Regulated Learning

This research is motivated by the habits we often encounter in learning, especially in mathematics. Each student has different computational thinking abilities. Computational thinking ability is a thinking ability that supports problem-solving solutions. Computational thinking components include decomposition, pattern recognition, abstraction, and algorithm design. This research aims to: 1) Describe the computational thinking abilities of students with high self-regulated learning in solving trigonometry problems, 2) Describe the computational thinking abilities of students with moderate self-regulated learning in solving trigonometry problems, 3) Describe the computational thinking abilities of students with low self-regulated learning in solving trigonometry problems. This research used a qualitative approach with a case study type of research. This research was conducted at SMKN 2 Tulungagung which was attended by all students of class XI TKRO 3, totaling 32 students. Of the 32 students, 6 students will be selected as subjects who are classified based on the level of self-regulated learning. Data collection techniques used are observation, tests, interviews, and documentation. Data analysis techniques were carried out through the stages of data collection, data presentation, and conclusion. The results of this research indicate that: 1) students with high self-regulated learning can fulfill 3-4 indicators of computational thinking skills in solving trigonometry problems, 2) students with moderate self-regulated learning can fulfill 2-3 indicators of computational thinking skills in solving trigonometry problems, 3) and students with low self-regulated learning can fulfill 0-1 indicators of computational thinking skills in solving trigonometry problems

The Relationship Between Peer Attachment and Self Regulated Learning in Working Students

This research is motivated by the phenomenon of the gap between students and working students, where working students have low Self-Regulated Learning. This study aims to determine the relationship between Peer Attachment and Self Regulated Learning of student workers. Using a quantitative method conducted at University X with a sample of 323 working students with a sampling technique of Probability Simple Random Sampling. Data collection uses 2 psychological scales, namely, the Peer Attachment scale with 18 valid reliability items of 0.901 and the Self Regulated Learning scale with 43 valid reliability items of 0.930. The results of the analysis obtained a correlation coefficient (rxy) of 0.987 with a significance value of 0.000 <0.05. There is a positive relationship between Peer Attachment and Self Regulated Learning in working students, the higher Peer Attachment the higher Self Regulated Learning in working students at University X. On the other hand, the lower Peer Attachment, the lower Self Regulated Learning in working students at University X. Variable X gives a contribution of 97.5% to the Y variable.

Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course.

Self-regulated learning (SRL) plays a critical role in asynchronous online courses. In recent years, attention has been focused on identifying student subgroups with different patterns of online SRL behaviors and comparing their learning performance. However, there is limited research leveraging traces of SRL behaviors to detect student subgroups and examine the subgroup differences in cognitive load and student engagement. The current study tracked the engagement of 101 graduate students with SRL-enabling tools integrated into an asynchronous online course. According to the recorded SRL behaviors, this study identified two distinct student subgroups, using sequence analysis and cluster analysis: high SRL (H-SRL) and low SRL (L-SRL) groups. The H-SRL group showed lower extraneous cognitive load and higher learning performance, germane cognitive load, and cognitive engagement than the L-SRL group did. Additionally, this study articulated and compared temporal patterns of online SRL behaviors between the student subgroups combining lag sequential analysis and epistemic network analysis. The results revealed that both groups followed three phases of self-regulation but performed off-task behaviors. Additionally, the H-SRL group preferred activating mastery learning goals to improve ethical knowledge, whereas the L-SRL group preferred choosing performance-avoidance learning goals to pass the unit tests. The H-SRL group invested more in time management and notetaking, whereas the L-SRL group engaged more in surface learning approaches. This study offers researchers both theoretical and methodological insights. Additionally, our research findings help inform practitioners about how to design and deploy personalized SRL interventions in asynchronous online courses.

Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks

Reflective writing is part of many higher education courses across the globe. It is often considered a challenging task for students as it requires self-regulated learning skills to appropriately plan, timely engage and deeply reflect on learning experiences. Despite an advance in writing analytics and the pervasiveness of human feedback aimed to support student reflections, little is known about how to integrate feedback from humans and analytics to improve students’ learning engagement and performance in reflective writing tasks. This study proposes a personalised behavioural feedback intervention based on students’ writing engagement analytics utilising time-series analysis of digital traces from a ubiquitous online word processing platform. In a semester-long experimental study involving 81 postgraduate students, its impact on learning engagement and performance was studied. The results showed that the intervention cohort engaged statistically significantly more in their reflective writing task after receiving the combined feedback compared to the control cohort which only received human feedback on their reflective writing content. Further analyses revealed that the intervention cohort reflected more regularly at the weekly level, the regularity of weekly reflection led to better performance grades, and the impact on students with low self-regulated learning skills was higher. This study emphasizes the powerful benefits of implementing combined feedback approaches in which the strengths of analytics and human feedback are synthesized to improve student engagement and performance. Further research should explore the long-term sustainability of the observed effects and their validity in other contexts.

ANALYSIS OF MATHEMATICAL CREATIVE THINKING ABILITY IN TERMS OF SELF-REGULATED LEARNING IN THE CREATIVE PROBLEM-SOLVING LEARNING MODEL

This research aims to test the effectiveness of Creative Problem Solving (CPS) learning and to describe students' mathematical creative thinking skills in terms of Self-Regulated Learning (SRL). The method used is a mixed method research with a sequential explanatory design. In this research, 6 research subjects were taken based on the level of SRL in class VIII A students of SMP Negeri 1 Tayu, Pati Regency for the academic year 2022/2023. The results showed that (1) the CPS learning model was effective on students' mathematical creative thinking abilities, and (2) research subjects with high SRL categories were able to meet all indicators of mathematical creative thinking ability, namely fluency, flexibility, originality, and elaboration; research subjects with moderate SRL category only met three indicators of mathematical creative thinking ability, namely fluency, originality, and elaboration; research subjects with low SRL category can’t meet all indicators of mathematical creative thinking ability. Recommendations to students with low levels of SRL can’t meet all indicators of mathematical creative thinking ability by giving assignments independently and doing peer teaching.

Self-regulated Learning Among Undergraduate College Students with Parental Divorce

Background: Parental divorce can cause psychological problem and disturbances in communication that have an impact on the student learning process. Thus, good self-regulation in the learning process is needed to keep students focused on achieving learning goals.Purpose: This study aims to identity the self-regulation of undergraduate college students who experienced parental divorce.Methods: Quantitative descriptive study was conducted in this study by using accidental sampling technique with a response rate of 34.65% (n=113) via online survey. Data was collected using the Self-Regulated in Online Learning Questionnaire (SOL-Q) and analyzed using univariate descriptive analysis.Results: The results showed that 52.2% of students with divorced parents had high self-regulation in learning and 47.8% of students had low self-regulation in learning. On the other hand, some of the students with parental divorce issues were in the low category on several aspects such as metacognitive skills (51.3%), persistence (52.2%), environmental management (49.6%), and seeking help (47.8%); and more than one third of respondents (38.1%) are also in the low category on the time management component.Conclusion: This study shows that respondents with high and low self-regulated learning are almost in equal proportion. The nursing profession can contribute to various collaborative efforts to improve student self-regulation in learning to improve students' psychological well-being and optimize their learning outcomes while studying in college.