Student Self-regulated Learning Research Articles

Correlation of Learning Systems with Student Engagement and Learning Outcomes

Ubiquitous Project Based Learning (UPBL) offers learning opportunities that are not limited by time and place, adapts to students' level of mastery, and creates learning communities where students can engage with each other while working on learning projects. UPBL actively contributes to achieving learning goals as best as possible. This research aims to determine the relationship between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) with student involvement and to choose the relationship with learning outcomes. This research uses a one-group pretest-posttest design. The parametric statistical test analysis technique of Pearson product-moment correlation was used to calculate the research data findings. The output of data calculations using SPSS is correlation data between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) students with student involvement and learning outcomes which is known to indicate a significant relationship between UPBL and SRL students, with student involvement and learning outcomes. , which is 0.000 and 0.005, which is smaller than the value of 0.05, it can be concluded that there is a significant relationship between UPBL and SRL students with student engagement and learning outcomes. The research results show that UPBL is substantially related to SRL regarding student engagement and learning outcomes.

Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study

Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teachers and students. The research goal is to investigate whether the minimal and strong guidance provided by the LA learning approach has the same impact on student outcomes. The research questions are as follows “Does the LA-based minimal and strong guidance learning approach have the same impact on student performance and SRL skills? What are the students’ learning perceptions and satisfaction under LA-based guidance?” A mixed methods study was conducted at a university in which LA-based strong guidance was applied to the experimental group and minimal guidance was given to the control group. When strong guidance was applied, the results indicated increased final grades and SRL skills (metacognitive activities, time management, persistence, and help seeking). Furthermore, student satisfaction was high with LA-based guidance. Future research could adapt our study to nonformal education to provide nuanced insights into student outcomes and teachers’ perceptions.

Kemandirian Belajar Mahasiswa melalui Blended Learning Berbasis Literasi Digital pada Mata Kuliah Aljabar Linier dan Matriks

The importance of self-regulated learning in students is able to make them responsible learners, easy to solve problems, have certain strategies in acquiring knowledge, and control themselves in thinking and acting. Blended Learning is a method that combines conventional learning with virtual learning. The various features presented via the internet can make students active and independent in looking for reference sources as literature to develop their knowledge. The aim of this research is to determine the learning independence of students who take lectures using Blended Learning based on digital literacy. The research method used is a qualitative method. Data analysis was carried out by processing student response questionnaire data and calculating the percentage of response scores to the ideal score. The results obtained were that on average respondents gave the option of agreeing with the highest percentage, namely 45%. Meanwhile, the percentage result of the respondent's response score was 83%, which shows that the respondent's response was in good criteria, because it had a range between 68.01–84.00. So it can be concluded that learning through digital literacy-based Blended Learning has a positive impact on student learning independence.

Preparedness of Students for Self-regulated Learning of Mathematics

This work aims to examine the relationship between general self-regulated learning abilities and students' general intellectual abilities, mathematical learning abilities, and academic achievement. A study was conducted with a sample of eighth-grade students (N=325). The research employed a survey and descriptive method, and the instruments used included a test of general intellectual abilities, a test of self-regulated learning abilities, a test to measure mathematical learning abilities, and a standardized math knowledge test. Based on the obtained results, we indicate those factors with high or moderately high correlations. Among the results obtained, there is a high correlation between general intellectual abilities and general self-regulated learning abilities (subtests for interpreting graphs and interpreting geographic maps). The results show a high correlation between the total score on the self-regulated learning abilities test and math achievement. A moderately high correlation was achieved between the test of general intellectual abilities and self-regulated learning abilities (subtests for finding necessary information, exploring new material, and the index of developed abilities and techniques for self-regulated learning). On the math learning ability test, various abilities are differentiated, including formalization of mathematical content, spatial abilities, imagination, flexibility, and critical thinking. Based on the research results, it is considered significant to investigate the effects of different innovative teaching systems and teaching methods on students' self-regulated learning abilities and mathematical learning abilities.

The Relationship Between Self Efficacy and Self Regulated Learning in Students in Bukittinggi

The relationship between self-efficacy and self-regulated learning in students in Bukittinggi. This study aims to see the relationship between self-efficacy and self-regulated learning in students in Bukittinggi. The population in this study was students at 15 universities in Bukittinggi with stratified proportional random sampling technique. The data collection tool used a self-efficacy scale and a self-regulated learning scale. Data analysis technique using product moment correlation test from Karl Pearson using SPSS 16.0 for windows. The results proved that there was a positive relationship, tevident from the results of the hypothesis test obtained a correlation coefficient rxy of 0.841 and p = 0.000 (p < 0.05).

Kontribusi Dukungan Orangtua dan Dukungan Teman terhadap Self Regulated Learning di SLTA A B Yogyakarta

Self-regulated learning is the skill of organizing and directing oneself in the process of learning. Every student should possess self-regulated learning skills in order to achieve high academic performance. Various factors influence a student's self-regulated learning during their educational journey. According to social cognitive theory, these factors are the result of the reciprocal interaction between individual characteristics, behavior, and the environment. This research primarily focuses on environmental factors, namely parental support and peer support. Both parental support and peer support play a role in shaping self-regulated learning. The research aims to empirically examine the contribution of parental support and peer support to self-regulated learning. The research employs a quantitative methodology and takes the form of an ex post facto study. The study population consists of 385 students in the 11 grade from SLTA A and B in Yogyakarta. A random sample of 77 students was chosen independently. Data were collected using instruments, including a self-regulated learning scale, a parental support scale, and a peer support scale. The empirical results of the study reveal that both parental support and peer support significantly contribute to self-regulated learning, with an F value of 36.703 and p-value of 0.000 (p<0.01). When examined separately, parental support significantly and positively contributes to self-regulated learning, with a t-value of 2.032 and a p-value of 0.046 (p<0.05). Peer support also significantly and positively contributes to self-regulated learning, with a t-value of 8.325 and a p-value of 0.000 (p<0.01). Partially, parental support contributed 2.79% and friend support contributed 47.01% to self-regulated learning, and the rest was influenced by other factors.

The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle

The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzing trace data. The study analyzed trace data from 1523 English language learners in a Moodle course and identified several behavioral factors. The final course point in English language learning is significantly predicted, including the number of completed quizzes, middle course points, engagement with course materials, time spent on tasks, completion score quizzes, access time in total, and pacing. The study found that completing quizzes was the strongest predictor of the final course point, followed by time spent on task, access time in total, and middle course point. The findings suggest that educators can use the identified behavioral factors to promote self-regulated learning online and develop interventions to support students struggling with self-regulated learning. The studies include using trace data to analyze behavioral patterns and focusing on self-regulated learning factors in online language learning. The study provides important insights into self-regulated learning factors and behaviors in English language learning through Moodle LMS, which can inform the development of effective interventions to support students in online language learning environments.

Hubungan self regulated learning dengan keterampilan berpikir kritis mahasiswa PGSD UNS

<em>The purpose of this study was to determine the level of conscientiousness and self-regulated learning of university students in the elementary school teacher education study program at Sebelas Maret University. The sample of this study was students from the class of 2022. The data collection technique used is a test. Data analysis used descriptive statistical analysis. The results of this study the self-regulated learning of the class of 2022 students in the elementary school teacher education study program is mostly in the medium category, which is 35%, and critical thinking is mostly in the low category, which is 35%. Based on the non-parametric with Kendall Tau correlation test there is a relationship between self-regulated learning and critical thinking skills, which is 0,000 < 0,05. The research can be used as a reference to measure the correlation between self-regulated learning and the critical thinking of university students. This research also explains that self-regulated learning in students increases, followed by an increase in critical thinking skills.</em>

Hubungan Intensitas Bermain Game Online Mobile Legend dengan Self Regulated Learning Siswa SMAN 1 Prajekan di Bondowoso

Self Regulated Learning is a process for individuals to regulate their learning patterns independently to gain knowledge, such as goal setting, planning, learning strategies, self-strengthening and self-instruction. Self-regulated learning is really needed by students to regulate themselves in improving their learning abilities. This research aims to determine the relationship between the intensity of playing mobile legend online games and the self-regulated learning of students at SMAN 1 Prajekan in Bondowoso. The type of research used is quantitative research with correlational methods. The population in this study was 168 students of SMAN 1 Prajekan with a sample of 122 students. The sampling technique uses purposive sampling. Data collection uses Google Form and distribution via WhatsApp messages. The scale used is the Online Game Playing Intensity scale which was adapted from Nugroho's (2020) research (18 items; α= 0.920). The Self Regulated Learning Scale was adapted from research by Sari & Linsiya (2022) (14 items; α= 0.698). The results of this study show that there is a significant negative relationship between the intensity variable of playing mobile legend online games (X) and the self-regulated learning variable (Y) of (r = -0.461; p < 0.05). This means that the higher the intensity of playing mobile legend online games, the lower the students' self-regulated learning, and vice versa

Grit as a predictor of self-regulated learning in students at risk of social exclusion

Grit as a predictor of self-regulated learning in students at risk of social exclusion

Implementation of Electronic Module Based Multiple Representation on Buffer Solution Materials to Improve Students’ Self-Regulated Learning and Cognitive Learning Outcomes

This research aims to determine the differences between self-regulated learning (SRL) and cognitive learning outcomes (CLO) of students who use multiple representation-based e-modules with students who use other teaching materials without being based on multiple representations on buffer solution materials and to determine the percentage of effective contribution. The subjects of this study were students of class XI MIPA at one of the high schools in Yogyakarta. The sampling technique carried out is cluster random sampling with a quasi-experiment method by posttest-only control group design. The instruments used are questionnaires on self-regulated learning and cognitive learning outcomes. The data analysis technique used in the field test results used Hotelling's Trace test and the results of effective contribution were obtained from the Partial Eta Squared value. The results showed that the significance value of 0.000 < 0.05 so that H0 was rejected, which means that there are differences in SRL and CLO of students between students who use multiple representation-based e-modules and students who use other teaching materials without multiple representations based on buffer solution materials. The percentage of effective contribution of the use of e-modules to SRL by 16.5%, CLO by 11.8%, and SRL and CLO by 20.3%.

SELF-REGULATED LEARNING STRATEGIES AND THEIR RELATIONSHIP TO GRAMMAR ACHIEVEMENT OF UNDERGRADUATE ENGLISH DEPARTMENT STUDENTS

Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score (M= 3.48, SD= 1.14), and the less dominant strategy with the lowest average score is time and study environment (M= 3.03, SD= 0.99). This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used.

Self-regulated Learning in Students from Native Communities. Case: reading and reading comprehension

There is concern about the deficiency in reading in some students at the primary level in native communities and rural areas far from the city that are weak points in education, the main objective is to analyze the level of reading and comprehension of texts through self-regulated learning of students at the primary level. The research method is quantitative-descriptive. A virtual reading test was applied to measure the respective phases (anticipation, execution and self-reflection) and the level of learning in reading comprehension, and then a survey on self-regulated learning with its respective study dimensions was applied to 154 students of the sixth grade of primary education.

STUDENTS' HIGHER ORDER THINKING SKILLS AND SELF REGULATED LEARNING ON GENERAL BIOLOGY COURSE OF FIRST SCIENCE STUDENTS' OF FMIPA UNIVERSITAS NEGERI MEDAN

ABSTRACTThe aims of the study are to determine the application of higher order thinking skills and student self-regulated learning in the General Biology Course, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan. This research was conducted in the departments of Mathematics, Physics, Biology, Chemistry, Science and Computer Science. Sampling was done by random sampling, by taking 6 classes from different majors. The type of this research is descriptive-quantitative research. The number of higher order thinking skills tests was 15 items and self-regulated learning tests were 40 items. The test is validated first before being used as a research instrument, followed by a validity test of the instrument, a reliability test, a test of the level of difficulty and distinguishing power. The results showed that the application of students' higher-order thinking skills in the General Biology course at the Faculty of Mathematics and Natural Sciences was still in the low category. This can be seen from the results of the Mathematics Education class B, as much as 3% is in the perfect category, 28% is in the very good category, 7% is in the good category, and 60% is in the low category. In Physics Education class A, 38% are in the Perfect category, 38% are in the very good category, and 23% are in the low category. In the Biology A education class, 30% are in the perfect category, 5% are in the good category, and 65% are in the low category. In the Non-educational Chemistry class A, 28% were in the Perfect category, 17% were in the very good category, and 50% were in the low category. In IPA B class, 14% are in the perfect category, 28% are in the very good category, and 57% are in the low category. In computer science class C, 17% are in the perfect category, 33% are in the good category, and 50% are in the low category. Meanwhile, Self-Regulated Learning for Students of the Faculty of Mathematics and Natural Sciences in the General Biology course is included in good categories, this is because the application of the KKNI curriculum accustoms students to be able to study independently through the assignment of six compulsory assignments for students. Keyword: higher order thinking skills, self regulated learning, general biology.

Hubungan Self Regulation Learning Terhadap Kemandirian Belajar

The existence of self-regulated learning in students to regulate learning patterns is predicted to influence the level of student learning independence. This research aims to determine the relationship between self-regulated learning and learning independence in class X students at SMA Negeri 1 Srandakan Bantul. This research is quantitative research with a correlational research design. The population in this study was 120 class X students of SMA Negeri 1 Srandakan. The sampling technique used was saturated sampling with details of 30 students for trials and 90 students for research. The data collection tool uses a questionnaire. Validity test analysis uses construct validity using the Pearson product moment formula. Reliability test uses Cronbach's Alpha formula. The data analysis technique resulting from data collection uses simple linear regression analysis. The results of the research show that self-regulated learning has a positive and significant relationship to the learning independence of class Increasing self-regulated learning in students will cause an increase in student learning independence, while decreasing self-regulated learning will cause a decrease in student learning independence. The effective contribution of self-regulation in learning to learning independence is 28.5%, while the contribution of 71.5% comes from other factors.

May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation

Education 4.0 emphasizes the use of hybrid approaches in the learning process. The use of peeragogy, heutagogy, and cybergogy may engage students in the learning processes in which active learning plays a key role. This study aimed to examine the effect of the implementation of the Merdeka Curriculum on active learning practices and their relationships with hybrid activities based on hybrid learning approaches, and active learning counterparts of (1) self-regulated learning: (2) self-directed learning, and (3) self-determined learning. These relationships will be examined in Indonesian curriculum implementation in which student-centered principles are emphasized. A cross-sectional survey was conducted by collecting responses of vocational high school students on survey. The digital questionnaire was sent to 600 Indonesian students, of whom 555 completed it. The relationships among the constructs were examined using a structural equation modeling. The results showed that a curriculum emphasizing student-centered principles was fully mediated by active learning and hybrid activities to promote student self-regulated learning (SRL), self-determined learning (SDET), and self-directed learning (SDL). Active learning and hybrid activities directly affect students’ SRL, SDET, and SDL, Three counterparts of active learning that form important parts of long-life learning. This model indicates that Indonesian curriculum implementation may encourage active learning and indirectly increase learner engagement, autonomy, and metacognitive development.

Development of Blended Learning Tools for Biodiversity Material to Increase Self Regulated Learning for Student

The six indicators of the Pancasila learner profile are noble character, independence, critical reasoning, creativity, mutual cooperation, and global diversity. The independent indicator is one that can be trained in biology learning. The benefit of being independent in learning was that students could understand their weaknesses and strengths. In the Merdeka Curriculum, class X is required to study biodiversity. An appropriate method is needed so that learning outcomes are achieved. One method that can be used to increase students' self-regulated learning is to implement blended learning using Canvas as a learning management system. This study aimed to produce learning tools in the form of the flow of learning objectives, teaching modules, and LKPD and describe the validity, practicality, and effectiveness of blended learning tools for biodiversity material to increase students' self-regulated learning. The research method used is research and development. The development stage was carried out at the UNESA Biology Department and then tested on a limited basis at Hang Tuah 2 Sidoarjo High School. Validity was measured based on the validator's assessment, practicality based on teacher and student responses to learning activities, and effectiveness based on student responses, and observations of self-regulated learning. The validation results show that the learning device is very valid with an average score of 4. Based on the teacher's response, the learning device received a response of 99% in the very good category, and then learning based on student responses was 98.6%. The self-regulated learning of students after participating in learning was 93% in the very high category. So that learning devices are proven to be valid, practical, and effective for use in blended learning.

Medical education environment perception and learning engagement in undergraduate nursing students: The mediating effect of self-regulated learning ability

AimTo investigate the interrelationships of medical education environment perception, learning engagement and self-regulated learning ability among Chinese undergraduate nursing students. BackgroundAfter the outbreak of COVID-19, great changes have taken place in the medical education environment, many offline teaching and academic activities have been replaced by online activities. Students’ learning engagement influences the efficiency of online learning. However, the mediating effect of self-regulated learning (SRL) ability between medical education environment perception and learning engagement is unclear. DesignThis study involved a cross-sectional descriptive correlational research. MethodsA total of 228 undergraduatenursing students who were attending online learning were included in this study.This investigation adopted Dundee Ready Educational Environment Measure scale (DREEM), Motivated Strategies for Learning Questionnaire (MSLQ) and Utrecht Work Engagement Scale-Student scale (UWES-S) to respectively know about the levels of medical education environment perception, self-regulating and learning engagement. The structural equation model and bootstrap method were used to clarify the association and interaction among the three variables. ResultsThe scores of nursing students' medical education environment perception, SRL ability and learning engagement were 135.64 ± 15.12, 161.39 ± 22.57 and 68.01 ± 11.77, respectively. Perception of medical education environment directly affects learning engagement (β = 0.556, P < 0.001). SRL ability partially mediated the effect of medical environment perception on learning engagement (x2/df = 1.427, RMSEA = 0.043, GFI = 0.962, NFI = 0.954, TLI = 0.980, CFI = 0.986), and the variance was 30.8 %. ConclusionSRL ability plays a mediating role between medical education environment perception and learning engagement. Nursing educators should continuously optimize the online education environment, such as designing intelligent teaching platform or software, adopting interactive teaching methods, strengthening professional value education and encouraging peer learning, so as to meet the requirements of nursing students' learning engagement in the new medical education environment.

Development Of Website-Based Learning Media to Improve Students’ Self-Regulated Learning in Economics

&lt;span lang="EN-US"&gt;Students who cannot manage their learning independently other than in class will have an impact on their learning in class. Problems related to student self-regulated learning can be seen in the presence of students who forget to deliver assignments and students who have never reviewed the economics subject matter that has been taught. Based on preliminary observations, it is known that in MAN 3 Pekanbaru City there is no learning media that can support students to carry out self-regulated learning. Learning media that is only guided by textbooks is currently one of the learning methods that are not very effective for increasing self-regulated learning. This study aims to produce a valid and practical website-based learning media in economics subject at MAN 3 Pekanbaru so that it can effectively improve students' self-regulated learning. The development of website-based learning media is carried out using a 4-D model, namely define, design, develop, and disseminate. Data analysis was carried out descriptively and tested the effectiveness using paired sample t-test. The results of this study found that (1) the development of website-based learning media on material needs and scarcity was carried out using the 4-D model, namely (a) the defining stage (define) by conducting preliminary analysis, student analysis, task analysis, concept analysis, and analysis learning objectives; (b) the design stage by making flowcharts and storyboards and product design; (c) the development stage by validating two material experts and two media experts, then conducting a limited trial of 30 students and a wide-scale test on 36 class X students at MAN 3 Pekanbaru; (2) The validation rate of Website-based learning media in economics subjects at MAN 3 Pekanbaru is around 80% - 85%, which means that website-based learning media is very feasible and has very high validity; (3) the level of practicality of developing web-based learning media in economics subjects at MAN 3 Pekanbaru, namely teacher responses: very practical (88.67%), and student responses: very practical (87.90%); (4) the application of website-based learning media in economics subjects at MAN 3 Pekanbaru is effective in increasing student self-regulated learning&lt;/span&gt;

Quizziz: A Game-based Formative Assessment Tool for Enhancing Students Self-Regulated Learning

The primary purpose of this study is to determine whether Quizizz as a formative assessment tool enhances self-regulated learning among grade eight (8) Science learners of Sta. Catalina National High School, Candelaria, Quezon Province, Philippines. The study utilizes a mixed-methods research design to investigate whether Quizizz has the intended effect on the study samples. The study employs purposive sampling to identify the participants of the study. The experimental group (n=24) used Quizizz as an intervention before taking the formative test, while the control group (n=24) was not. The results reveal that the learners from the experimental group perform better than those from the control group. The findings suggest that using Quizizz improves learners' test scores resulting from self-regulated learning. The researcher identifies the grade 8 participants based on their capabilities to access the Quizizz platform.