Student Self-regulated Learning Research Articles

Hubungan Self Regulated Learning dengan Perilaku Menyontek Siswa pada Saat Ujian

Nowadays, cheating behavior occurs a lot among students, both from elementary to tertiary level. Cheating occurs because students tend to be lazy to think complexly and do not know how to use effective learning strategies including self regulated learning strategies. Self regulated learning is indicated by a person's ability to control and supervise himself, being able to make his own study schedule so that students have good learning management, where these things are expected to reduce students' desire to cheat. This study aims to describe the description of self-regulated learning and the description of students' cheating behavior during exams and to examine the relationship between students' self-regulated learning and students' cheating behavior during exams at SMP Negeri 36 Kerinci. This type of research is descriptive correlational. The population in this study were 106 students enrolled in the 2022/2023 academic year with a research sample of 84 students selected using the Stratified Random Sampling technique. Data collection uses a self-regulated learning questionnaire and a cheating behavior questionnaire with a Likert scale model. Data were processed using descriptive statistical analysis techniques and Pearson Product Moment correlational analysis techniques. The results of this study indicate that (1) the level of self-regulated learning of students at SMP Negeri 36 Kerinci is in the medium category, namely 72.6%, (2) the level of students' cheating behavior during exams at SMP Negeri 36 Kerinci is in the low category, namely 54.8% , (3) there is a negative and significant relationship between self-regulated learning and students' cheating behavior during exams at SMP Negeri 36 Kerinci with a correlation of -0.350 and a significance value of 0.001.

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.

Self-Regulated Learning Students With Personalized E-Learning

The implementation of personalized e-learning at the Muhammadiyah University of Sidoarjo, especially the Faculty of Islamic Religion, has contributed to this trend of electronic-based learning. The use of e-learning has challenges, namely the need to master digital competence and the responsibilities of lecturers in guiding and directing students during online learning. The analysis used mixed ANOVA to determine the increase in student personalization through e-learning design. the results of the study showed that there were differences in the learning outcomes of the control and experimental groups. The results of the one way ANOVA analysis show differences in personalized learning achievement according to students' learning needs and potential. The more students interact and ask questions outside of class, the more actively they are involved in independent learning from home. This condition is not found in conventional e-learning, which is only carried out modestly by lecturers and students. They create a fun and more communicative learning atmosphere complemented by the reliability of adequate e-learning platform.
 Highlights:
 
 Implementation of personalized e-learning at Muhammadiyah University of Sidoarjo enhances electronic-based learning trend.
 Challenges include mastering digital competence and lecturer responsibilities in guiding online learning.
 Mixed ANOVA analysis reveals differing learning outcomes between control and experimental groups.
 
 Keywords: Personalized e-learning, Digital competence, Mixed Anova analysis, Independent learning

A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions

AbstractAs the importance of student self‐regulated learning (SRL) among school‐aged populations continues to increase, there is an emerging need for school psychologists and other school professionals to develop the knowledge and skills to effectively assess this process. The current paper provides a conceptual and empirical overview of a multimethod SRL diagnostic assessment framework included as part of the Self‐Regulation Empowerment Program (SREP). In addition to providing information about the operation and sequence of the SREP diagnostic assessment process, the current paper underscores the commonly used measures of SRL (e.g., self‐report questionnaires, teacher rating scales, SRL microanalysis, think‐aloud protocols) and provides evidence supporting their psychometric rigor and utility in school settings. This paper also serves as a roadmap that school psychologists can use to increase the frequency and quality of school‐based SRL assessments. Future research directions regarding the SREP diagnostic assessment process are also emphasized.

THE RELATIONSHIP BETWEEN SELF-REGULATED LEARNING STRATEGIES AND READING COMPREHENSION IN NARRATIVE TEXT

The purpose of this study was to determine (1) the student's SRL strategies at SMP N 5 Palembang, and (2) whether or not there was a significant correlation between Self-Regulated Learning Strategies (SRL) and reading comprehension in the narrative text at SMP N 5 Palembang. This study's population and sample were students in the eighth grade at SMP N 5 Palembang. The sample size was 46 students, chosen using a non-random sampling technique. To collect data, students were given a questionnaire about self-regulated learning (SRL) strategies and a reading comprehension test. The data were analysed using correlation analysis. Based on the statistical analysis, the correlation coefficient or R-value (0.631) was found to be greater than R-table (0.245). The significance level (p) (sig.2-tailed) was then 0.000. This indicates that the p-value (0.000) was less than 0.05. It is possible to conclude that there was a highly significant correlation between the students' self-regulated learning strategies and reading comprehension in narrative text.

Secondary School Students Self-Regulated Learning Skill as Predictor of Mathematics Achievement in Imo State Nigeria: Focus on Gender

Mathematics as an abstract subject, requires the application of cognitive strategies such as self-regulated learning skill to predict students’ achievement. This paper was designed to investigate the secondary school students self-regulated learning skill as a predictor of mathematics achievement with respect to gender. A correlational survey research design was employed. The sample size consisted of 882 senior secondary students class two (SSII) randomly selected from 14 out of 124 public senior secondary schools in Owerri Education Zone of Imo State. Two different instruments were used for data collection. They are Questionnaire on Self-Regulated Learning (QSRL) and Mathematics Achievement Proforma (MAP). Three experts validated the instrument. The Cronbach Alpha calculated yielded a reliability coefficient of 0.89 for QSRL. The data collected were analyzed using Pearson Product-moment correlation coefficient and regression analysis with the aid of Statistical Package for Social Sciences (SPSS) version 20. The findings revealed that self-regulated learning skills significantly predict male students’ achievement in mathematics. The findings also showed that self-regulated learning skill does not significantly predict female students’ achievement in mathematics. It was recommended among others that secondary school students should regulate their learning to increase their mathematics achievement.

The Effect of Social Interaction and Internet Utilization on Students’ Self-Regulated Learning

This study aims to analyze students' social interactions, internet use, self-regulated learning, and the influence of social interaction and internet use on self-regulated learning of students at SMP Islam Al-Azhar 5 Cirebon. This research is a quantitative study with a population of 180 students of class VIII SMP Islam Al-Azhar 5 Cirebon which were chosen using random sampling In this study, questionnaires and documentation were used to collect data. Multiple linear regression was employed in the data analysis approach. According to the findings of this study: (1) the level of students’ social interaction of 62% belongs to the fairly good category, (2) the level of student’s internet utilization by 59% belongs to the fairly good category, (3) the pearson correlations product moment value of social interaction and internet utilization on students’ self-regulated learning of 0.735 has a strong or high correlation, meaning "There is a significant effect of social interaction and internet use on self-regulated learning of students of SMP Islam Al-Azhar 5 Cirebon". The magnitude of the effect based on the analysis of the coefficient of determination is 53.2% while the remaining 46.8% is influenced by other variables not included in the research model.

The effect of flipped classroom based on team games tournament on mathematics problem-solving ability

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.

Psychological Capital and Academic Procrastination: The Mediating Role of Self-Regulated Learning among College Students

Academic procrastination has always posed a challenge in both offline and online learning environments. In order to mitigate delays in academic assignments, students need to adopt positive attitudes towards their academic life and actively regulate their learning process. Therefore, this study aimed to investigate the mediating role of self-regulated learning in the relationship between psychological capital and academic procrastination among college students. The study utilized the Academic Psychological Capital Questionnaire-12, the Motivated Strategies for Learning Questionnaire, and the Academic Procrastination Scale. The findings, based on a sample of 207 college students from Indonesia, revealed that self-regulated learning fully mediated the link between psychological capital and academic procrastination. Moreover, further analysis indicated that the method of learning could differentiate levels of academic procrastination, while no significant difference was observed based on gender. This study offers valuable insights to students, lecturers, and other stakeholders in the field of education, emphasizing the significance of psychological capital and self-regulated learning in students' academic journey.

Interactions between self‐regulated learning and assessment for learning in an undergraduate introductory computer science course

AbstractMany introductory computer science (CS) courses are intended to address the increased demand for computer literacy and the development of cross‐cutting concepts and practices of computational thinking (CT). Colleges and universities offer introductory CS courses every semester toward this end. The issue is centered on how to support CT learning in a large introductory CS course. To do it, an introductory CS course was designed to enrich CT by embedding short episodes of assessments to facilitate learning (AfL) and to support students’ self‐regulated learning (SRL). This chapter begins by articulating the intricacies of the underlying processes of SRL, principles of AfL, and computational thinking practices in CS. Using the undergraduate introductory CS course referred to above, key practices of SRL and AfL will be illustrated to demonstrate how student learning of CS programming is structured with various online and offline supports. The chapter then concludes by appraising aspects of this CS course with practical suggestions for supporting student SRL and their learning of CS programming.

College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity

This study develops a rubric comprising three quality concepts critical to addressing online learning challenges: Scaffolding, which supports student self-regulated learning processes; Student Agency, which promotes student choices and voices; and Social Presence and Interpersonal Interaction, which enhances student connection with peers and instructors. We then examine the extent to which college online courses reflect the three concepts following a 3-point scoring scale (“beginning,” “developing,” or “proficient”) based on observation data collected from 100 randomly selected courses. Our results indicate that about two-thirds of the courses score at or above the developing level, demonstrating some but insufficient incorporation of design features that can enhance the three concepts. While most courses are above the developing level for “Scaffolding,” less than half and less than one-third reach the developing level for the other two concepts. We further identify variations in course design based on instructor characteristics, where female instructors, instructors with higher educational attainment, and instructors teaching fewer credit hours had higher scores.

Perception of Classroom Activity, Sense of Belonging, and Self-Regulated Learning in Students Taking Online Learning

This study aims to examine the influence of perceptions of classroom activities on self-regulated learning (SRL) through sense of belonging (SoB) as a mediator variable in students who take part in online learning. This urgency arises when students' need for SRL skills becomes important in the implementation of distance learning online. A total of 209 students at universities in Surabaya participated in filling out the online questionnaire. The data was analyzed quantitatively using the Partial Least Square technique. This study used three scales, namely My Class Activities Scale, Perceived Student Belonging Scale, and Online Self-regulated learning Questionnaire (OSLQ). The findings showed that the perception of classroom activity had a significant influence on SRL through SoB as a mediator. Students' perceptions of their classroom activities will influence their feelings of belonging to and connected to their learning institution. Students who are connected to their institution will then tend to manage and organize their own learning. The results of this study have implications for the environmental and social importance in helping students to develop effective SRL strategies.Penelitian ini bertujuan untuk menguji pengaruh persepsi aktivitas kelas terhadap self-regulated learning (SRL) melalui sense of belonging (SoB) sebagai variabel mediator pada mahasiswa yang mengikuti pembelajaran daring. Urgensi ini muncul ketika kebutuhan mahasiswa akan kemampuan SRL menjadi penting dalam pelaksanaan pembelajaran jarak jauh dalam jaringan (daring). Sebanyak 209 mahasiswa di perguruan tinggi di Surabaya berpartisipasi dalam pengisian kuesioner daring. Data dianalisis secara kuantitatif menggunakan teknik Partial Least Square. Penelitian ini menggunakan tiga skala yaitu Skala My Class Activities, Skala Perceived Student Belonging, dan Online Self-regulated learning Questionnaire (OSLQ). Hasil temuan menunjukkan bahwa persepsi aktivitas kelas memiliki pengaruh signifikan terhadap SRL melalui SoB sebagai mediator. Persepsi mahasiswa mengenai aktivitas kelasnya akan mempengaruhi perasaan menjadi bagian dan terhubung dengan institusi belajarnya. Mahasiswa yang terhubung dengan institusinya kemudian akan cenderung mengelola dan mengatur pembelajarannya sendiri. Hasil penelitian ini berimplikasi pada pentingnya lingkungan dan sosial dalam membantu mahasiswa untuk mengembangkan strategi SRL yang efektif.

Proposal based on remote teaching in self-regulated learning in UNE Initial Education students, 2022

The research entitled Proposal based on remote teaching in self-regulated learning in students of Initial Education of the UNE, 2022 is a study of quasi-experimental design, the sample was 79 students divided into two groups 41 and 38, the Gordon questionnaire was used, Lindner and Harris (1996). The results show that in the pre-test, 65.9% of the EG students have regular self-regulated learning, and then in the posttest, 92.7% rise to a very good level; Regarding the control group, it was found in the pre-test that 42.1% were at a regular level, and in the posttest, 47.4% had a good level. It was concluded that the proposal based on remote teaching significantly improves self-regulated learning in UNE Initial Education students, 2022 (z = -6,260, p < 0.05).

RELIGIOSITY OF MEDIATORS BETWEEN SELF REGULATED LEARNING AND ACADEMIC INTEGRITY

The purpose of this study is to determine the effect of self-regulated learning on student academic integrity with religiosity as the moderator variable. The approach used in this research is correlational causality. By using three measurement scales (self-regulated learning scale , academic integrity scale and religiosity) for 380 respondents , the results show that self-regulation learning affects academic integrity with religiosity as a moderator variable of 54.2 % . Based on the results obtained, it shows that the effect of self-regulated learning on academic integrity in students is in the form of a positive relationship, meaning that the higher the level of self-regulated learning in students, the higher the level of academic integrity . Religiosity as a moderator variable in this study illustrates that it can strengthen the influence of self- regulated learning variables on student academic integrity.

Development of Online Web Learning with Ethnomatematics Content on Self Regulated Learning

Along with the development of technology, a set of abilities is needed to master the 21st-century skills which are often referred to as 4C, namely Critical Thinking, Communication, Collaboration, and Creativity and Innovation. The purpose of this research is to develop online web learning with ethnomathematics content on self-regulated learning. The development model in this research is to develop online web learning with ethnomathematics content on KPK and FPB material for elementary schools with the Lee and Owen model design (2004). The development model consists of (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. After discussing the findings, this study produces several conclusions. First, in order to achieve learning outcomes and learning objectives, content from the etomathematics aspect is needed in the KPK and FPB materials so that students do not only get mathematics but understand how elements of local culture can foster a love for local culture. Second, to foster student interest, it requires the use of images, audio and video more than text. Third, applications can be used to support learning. This is due to the limited time that the researcher has. In the future, products that have been made large group trials and tests on student self-regulated learning.

Implementation of Mathematics Instructional Multimedia for Students' Self-Regulated Learning

To face global competition, proper preparation, and superior and qualified human resources are needed. The characteristics of a quality individual are being able to be independent, willing, and capable. Efforts that can be made in forming independent and capable individuals are by training and forming students to develop their self-regulated learning. In learning mathematics, fostering the affective domain requires self-regulated learning which will then form a strong tendency which is called a mathematical disposition. To increase student self-regulated learning, teachers can modify learning, one of which is through the use of learning multimedia. This research is a quantitative study using quasi-experimental methods and the research design used is a static group comparison. The subjects of this study were class VII students at MTs Bilingual Muslimat NU Sidoarjo. Students were divided into two groups: the experimental group consisted of 31 people and the control group consisted of 31 people. Based on the results of data analysis and discussion of research results, it can be concluded that the application of interactive multimedia mathematics affects students' self-regulated learning. This is evidenced by the results of the t-test which shows a mean difference value of 5.968, which means that the average self-regulated learning of students is higher when using multimedia learning than not using it. The Sig (2-tailed) value of 0.012 indicates that Ha is accepted and Ho is rejected

Pedagogy-Andragogy Continuum with Cybergogy to Promote Self-Regulated Learning: A Structural Equation Model Approach

<p style="text-align:justify">The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.</p>

Using Learner Logs to Enhance Metacognition in Two Teacher Education Courses

This paper shares reflections from an empirical study on the experience of using Pintrich et al.’s (1991) Motivated Strategies for Learning Questionnaire (MSLQ) and learner logs to strengthen metacognition and self-regulated learning in students enrolled in two education courses: a) an educational foundations course, which focuses on critical and contemporary issues in education, and b) a mathematics course for elementary education majors, which studies geometry. Student reactions as well as the qualitative benefits and drawbacks of these tools are also shared. In addition, important pointers are highlighted in the following areas: designing pre-class work, providing feedback on the MSLQ, and using the MSLQ results to generate learner log prompts.

INCREASING STUDENTS SELF-REGULATED LEARNING THROUGH A REALISTIC MATHEMATICAL EDUCATION

This research is motivated by the importance of students' self-regulated learning. Aims to determine the increase in self-regulated learning of students with a realistic mathematical education in learning mathematics and to know student responses. This type of research is descriptive research through questionnaire analysis. The instruments used were a self-regulated learning questionnaire and a questionnaire to see student responses. In this study, the data obtained were analyzed using a Likert attitude scale. This scale in self-regulated learning contains nine components, namely: assessing students for (1) learning initiatives, (2) diagnosing learning needs, (3) setting learning goals, (4) monitoring, organizing and controlling learning, (5 seeing difficulties as a challenge, (6) utilizing and searching for relevant learning resources, (7) selecting and determining learning strategies, (8) evaluating learning processes and outcomes, and (9) self-concept. The conclusions obtained in this study are related to self-regulated learning in mathematics can be seen as a whole by using realistic mathematics education. This shows that there are 96.76% of students who give a positive response.

Hubungan efikasi diri dengan self-regulated learning siswa SMA dalam pembelajaran daring

In the field of education during the pandemic, students must do online learning. The online learning process raises several problems in the form of low motivation, decreased academic achievement and grades, and less than optimal student activity during online learning to affect the less than optimal self-efficacy produced. Self-efficacy is a factor that can affect self-regulated learning in online learning. Students who have high self-efficacy, will increase student success in learning. However, if self-efficacy is low, students feel pressured in completing tasks that make it difficult to carry out learning strategies, which has an impact on self-efficacy. The purpose of this study was to determine the relationship between self-efficacy and self-regulated learning students in this online learning. The sample of this study amounted to 102 samples using accidental sampling techniques. The instruments used are the Self-Efficacy Scale and the Self-Regulated Learning Scale. The analysis technique used is the pearson product moment correlation test. The results showed that there was a significant positive relationship between self-efficacy and self-regulated learning of r = 0.675 (p < 0.05) where the higher the self-efficacy, the higher the self-regulated learning. Keywords: High school students, online, self-efficacy, self-regulated learning