Self-regulated Learning Scale Research Articles

THE IMPACT OF FLIPPED CLASSROOM APPROACH ON THE WRITING ACHIEVEMENT AND SELF-REGULATED LEARNING OF PRE-SERVICE ENGLISH TEACHERS

The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers' Advanced Writing achievement. The study also aims at exploring whether flipped classroom approach makes a difference, if any, on the self-regulated learning of the participants. The participants of this study were selected by convenience sampling method and consisted of fifty-five (N=55) pre-service ELT teachers attending Advanced Writing course and studying at English Language Teaching Department (ELT) at a foundation university in the fall semester of 2017-2018 academic year. Two intact classes were selected as control (N=28) and experimental group (N=27). The control group was exposed to traditional lecture based instruction, whereas the experimental group received the flipped classroom approach. In this quasi-experimental study, data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. Mixed ANOVA analysis was used for data analysis. The obtained results demonstrated that the implementation of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no significant difference between groups. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom approach in the undergraduate programs.

Virtual Class During COVID 19: A Self-Regulated Learning Study Of Mathematics Pre-Service Teacher

The massive spread of COVID 19 has disrupted the entire system of human life, including the education system. The policy decided by the Indonesian government regarding the learning process must be based online and the university's quick response by taking the initiative to use virtual classroom-based learning. However, with virtual classroom-based learning, independence is the main keyword for the success of student learning processes. The implementation of the virtual classroom-based learning process is based on constructivism theory. Student's initial knowledge becomes important in constructivist classes in achieving learning goals. This research is pre-experimental research with one shoot case study design. Determination of the research sample by purposive sampling technique with a sample size of 33 students of mathematics teacher candidates at Majalengka University. The statistical analysis used was Anova one path. The results showed that the scale of self-regulated learning for mathematics teacher candidates differed significantly based on initial knowledge categories (high, medium, and low). This study concludes that initial knowledge is an important part of student success in virtual classroom-based learning.

Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic

<span>This research was motivated by limited self-regulated learning (SRL) in elementary school students. The aim of this research was to understand the increase in SRL of elementary school students apply the Concrete-Pictorial-Abstract (CPA) approach which was reviewed as a whole and based on Early Mathematical Ability (EMA) during the COVID-19. This study was applied with a quasi-experimental method through a nonequivalent control group. Determination of the sample through purposive sampling on fifth-grade elementary school students in Central Jakarta. The sample coincide of 27 students each for the CPA and the conventional class. Measurement through a scale of SRL. This research informs the students' SRL on CPA learning that is significantly better than SRL with conventional approach reviewed as a whole and in the medium EMA group., however, based on the high and low EMA groups, SRL students who received CPA learning were not significantly better than those with conventional learning.</span>

Cultivation of undergraduates' self-regulated learning ability in Medical Genetics based on PAD class

Medical Genetics bridges basic research and clinical studies. It is one of the important basic courses for medical students. To cultivate students' self-regulated learning ability and improve the teaching quality of Medical Genetics, a presentation-assimilation-discussion (PAD) class mode is adopted in the teaching process. In the teaching setup, we gave students the proceedings and time guarantee for self-regulated learning, and guided the students through teaching, discussion and homework for their independent learning. The resulting evaluation of "Self-Regulated Learning Scale for College Students" shows that the students' learning motivation and learning strategy are enhanced compared with those before the implementation of PAD teaching, the total score of the evaluation is significantly increased, the students' self-regulated learning ability is improved, and satisfactory teaching results are achieved. We conclude that PAD class could contribute to students' self-regulated learning.

REASON TO BELIEVE: RELIGIOSITY, RESILIENCE, AND SELF-EFFICACY AMONG MALAYSIAN INDIAN ADOLESCENT

The emerging incidence of mental health-related illness such as depression, suicide, and deliberate self-harm has elevated gradually among Malaysian Indian adolescents. This disorder constitutes a significant health risk which leads to further exploration of protective factors. Thus, the purpose of this study is to investigate the relationship between religiosity, resilience, and self-efficacy among Malaysian Indian adolescents. Therefore, a sample of 86 respondents (40 males, 46 females) has been selected by a purposive sampling method to complete the questionnaire. This study utilized, Santa Clara Strength of Religious Faith Questionnaire (SCSRFQ), Brief resilience Scale (BRS), and Self-efficacy for Self-regulated Learning Scale to obtain data and has analyzed using the correlation method. The finding of this study revealed a significant positive relationship between religiosity, resilience, and self-efficacy among Malaysian Indian adolescents. The result showed that religion is an essential phenomenon in adolescents' lives. A few limitations and recommendations for the future study included at the end of this paper.

The relationship between self regulated learning and mathematical creative thinking ability

This study aimed to analyze the relationship between students’ Self Regulated Learning (SRL) and Mathematical Creative Thinking Ability (MCTA). A quasi experimental was applied in this research. The sample consisted of 173 eighth grade students taken from high and medium level schools in Indramayu, West Java province, Indonesia. The sample was divided into three groups with three different learning models. One group used the 5E Learning Cycle model with metacognitive techniques (LCM), and the other two groups each used the 5E Learning Cycle (LC) and Conventional Learning (CL) models. The data were collected through test of MCTA and SRL scale. The results of the study concluded that there is a significant positive correlation between SRL and MCTA. There is a strong correlation between students’ SRL and MCTA in group with the LCM model, meanwhile in groups, with LC and CL model the correlation in the medium level.

Enchancing Students’ Mathematical Problem Solving Ability and Self-Regulated Learning by Using Realistic Mathematics Education

This article reported the findings of an experiment research having a goal to enchance students’ mathematical probelm solving ability (MPSA) and self regulated learning (SRL) by using realistic mathematics education (RME). Subjects of this research were 60 seventh grade students of a Yunior High School in Garut, and the instruments this research were an essay MCTA test, and a SRL scale. The research found that the grades of MPSA of students getting treatment with RME were higher than the grades of students taught by scienctific approach, however those grades were at low grades qualification. In addition, there were no different grades on student’s SRL. Beside that, stdudents in both classess still encountered difficulties on solving MPSA tasks, and there was no association between student’s MCTA and student’s SRL.Keyword: mathematical problem solving ability, mathematical self regulated learning, realistic mathematics education,

Self Regulated Learning dan Konsep Diri sebagai Prediktor Aspirasi Karier pada Remaja

This study aims to examine the effect of self-regulated learning and self-concept on career aspirations in adolescents. This research uses a quantitative approach with ex-post facto design. This research was conducted in Yogyakarta City which consisted of 223 women and 152 men. Data was collected through CAS-R adaptation for career aspiration scale with 33 items from Obrien (1996), MSLQ for self-regulated learning scale with 44 items from Pintrich and Groot (1990) and TSCS for self-concept scale with 100 items from Fitts (1972) . The category of teenagers who have career aspirations is in the high category. The instrument validation technique uses content validity and Alpha Cronbach coefficient reliability. The results showed that there was an effect of self regulated learning and self-concept on career aspirations in adolescents with a significance value of 0.008 (p <0.05). It can be concluded that Self-regulated learning and self-concept can be strong predictors of career aspirations in adolescent

Developing a Self-regulated Learning Scale for Learning English as a Foreign Language

Developing a Self-regulated Learning Scale for Learning English as a Foreign Language

Effectiveness of Blackboard and Edmodo in Self-Regulated Learning and Educational Satisfaction

Due to the increasing use of Internet-based Learning Management Systems (LMSs) and Social Learning Networks (SLNs), educators tend to employ these technologies in improving student learning skills and educational quality. This study investigates the impact of Blackboard LMS and Edmodo SLN on self- regulated learning and educational satisfaction among the Founding Year students at Princess Nourah Bint Abdulrahman University (PNU). The quasi-experimental approach applied to (148) students enrolled in the Founding Year, Faculty of Education, PNU. The participants were randomly distributed to two experimental groups: The first group compromised (61) students and the second one included (87) students. For achieving the study objectives, Blackboard and Edmodo based learning environments were designed. The educational material was transformed into a digital educational content and uploaded on the Blackboard system. Furthermore, scales for self-regulated learning and educational satisfaction were prepared. The self-regulated learning scale composed of (9) items illustrating the contributions of e-learning systems for developing the students’ self-regulated learning skills. The educational satisfaction scale comprised (8) items illustrating the satisfaction of the students with e-learning systems. After applying the two scales to the participants, a t-test was utilized to analyze data and calculate the significance of differences between the mean scores of the pre and posttests. Results showed a statistically significant difference between the mean scores of the pre-and post-tests of self- regulated learning scale for Blackboard, favoring the post-test. There is a statistically significant difference between the mean scores of the pre-and post-tests of educational satisfaction scale for Blackboard, favoring the post-test. There is a statistically significant difference between the mean scores of the pre-and post-tests of self-regulated learning scale for Edmodo, favoring the post-test. There is a statistically significant difference between the mean scores of the pre-and post-tests of educational satisfaction scale for Edmodo, favoring the post-test. There is no statistically significant difference between the mean scores of the experimental group (taught using Blackboard) and the second experimental group (taught using Edmodo) in the post-test of the scale of self-regulation skills. There is no statistically significant difference between the mean scores of the experimental group (taught using Blackboard) and the second experimental group (taught using Edmodo) in the post-test of the scale of educational satisfaction. The study recommended holding training courses for students and faculty members on using Blackboard LMS and Edmodo SLN.

PENDEKATAN EKSPLORASI UNTUK MENGEMBANGKAN KEMAMPUAN SELF-REGULATED LEARNING (SRL) MATEMATIKA SISWA SMP


 This research is an experimental study with only posttest control design that aims to develop students' mathematical self-regulated learning (SRL) abilities. The population subject is VII grade private junior high school students in one of the schools in Medan. The experimental class gets learning with an exploratory approach and the control class gets conventional learning. With a total number of students 68 students of class VII junior high school consisting of 34 students in the experimental class, and 34 students in the control class. The instruments used in this study were mathematics self-regulated learning (SRL) scale, observation sheets, and questionnaire results. The results of this study indicate that an exploratory approach can improve the ability of mathematical self-regulated learning (SRL) better than using conventional approaches.

Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes

The purpose of this research is to examine the effect of vertical and shared e-leadership approaches on self-regulated learning skills, motivation and group collaboration processes (group cohesion, group atmosphere, and group transactive memory system) in online project-based learning. The study was carried out according to a factorial experimental design (2 × 2) and mixed methods approach was used. The study was conducted on 41 teacher candidates randomly assigned to vertical and shared e-leadership groups. As a data collection tool; Self-Regulated Learning Scale, Motivation Scale, Transactive Memory Scale, Group Atmosphere Scale, Group Cohesion Scale, and a semi-structured interview form were used. Research findings indicate that there is no statistically significant difference between vertical and shared e-leadership groups in terms of self-regulated learning skills, motivation and group collaboration processes. In other words, both leadership approaches were found to be useful in the management of groups in online project-based learning. The qualitative findings of the research reveal that there are some advantages and disadvantages in both approaches. In this context, the shared e-leadership approach is determined to be useful especially in terms of fostering the sense of belonging to the group by sharing the leadership role within the group, ensuring a fair distribution of responsibility and workload among the group members. The vertical e-leadership approach was found to be useful in providing communication, cooperation and coordination among the group members thanks to the group leader, ensuring the planned progress of the group works.

Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning

This research aimed to analyse the use of chemistry-on-android (chemondro) game and blended learning as the implementation of technology on hydrocarbon topics toward students’ self-regulated learning. A comparative study has employed in this research. There were three groups of students with a total of 143 students represents from all of the eleventh graders in Purworejo Regency, Indonesia. These three groups of students applied different technology as the media on its learning process. A group which applying ‘chemondro’ game, a group with blended learning and the last group with the combination between the two. A Self-Regulated Learning Scale (SRLS) was administrated to obtain the data. These data of students’ self-regulated learning were classified into five categories, from excellent to very poor category according to analysis based on the criteria of mean ideal and ideal standard deviation. The results of the analysis showed that the profile of students’ self-regulated learning on the group that used the ‘chemondro’ game only as the media was better compared to the other two student groups. This research suggests that the used of educational game should be widely used in chemistry learning to promote students’ self-regulated learning.

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control) with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating

This study examined the relationships between motivational beliefs, defined as self-efficacy for self-regulated learning and achievement goals, engagement and academic cheating in the context of learning biology. Gender differences across these variables were also examined and both active and second-party types of cheating were included. Based on the hierarchical model of achievement motivation, we hypothesized that achievement goals and engagement would play a mediating role between self-efficacy for self-regulated learning and academic cheating. Participants were 283 high school students from Croatia. Data were collected using (1) the Self-Efficacy for Self-Regulated Learning Scale, (2) the Achievement Goals Scale (subscales: mastery-approach, mastery-avoidance, performance-approach, performance-avoidance, work-avoidance), (3) the Engagement in Learning Biology Scale (subscales: behavioural, cognitive, and emotional engagement), and (4) the Academic Cheating Scale (subscales: active and second-party cheating). The results demonstrated that girls exhibited higher self-efficacy for self-regulated learning, mastery achievement goals, and engagement, while boys exhibited higher work-avoidance goals. No gender differences were found in academic cheating. Mediational analysis revealed that behavioral engagement was a mediator between self-efficacy for self-regulated learning and active cheating. The findings of the present study demonstrate the importance of motivation and engagement in understanding academic cheating and in preventing this unethical behavior.

An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales' Level of Predicting Pre-Service Teachers' Lifelong Learning Trends

In this study is the identification of the relationships between metacognition, self-regulation, social intelligence, lifelong learning trends which should be possessed by teachers in this regard, the general purpose of this study is to explore how much pre-service teachers’ lifelong learning trends are predicted by metacognition, self-regulation, social intelligence variables. The study was designed according to procedural model in relational screening method. The study was conducted with 443 2nd and 4th year pre-service teachers who were enrolled in Kafkas and Cukurova University Education Faculty, Pre-school Teaching Department and Classroom Teaching Department. Multiple regression analysis was performed for the analysis of the data collected using the Metacognition Scale, Self-regulated Learning Scale based on Zimmerman’s Model, Social Intelligence Scale, Lifelong Learning Trends Scale. Analysis results showed that total scores of the Lifelong Learning Trends Scale were significantly predicted by the Self-reflection subscale of Self-Regulated Learning Scale and by the Social Knowledge, Social Skill, Social Awareness subscales of the Tromso Social Intelligence Scale; motivation subscale was significantly predicted by the Forethought, Self-Reflection subscales of the Self-Regulation Scale, Social Knowledge, Social Skill subscales of the Tromso Social Intelligence Scale.

Sense of Community dan Self-Regulated Learning sebagai Prediktor pada Prokrastinasi Akademik Mahasiswa

Academic procrastination in students is a determining factor for the success of students in completing their studies. Engagement with the community and the ability of students to organize themselves in learning also play a role in academic procrastination. This study aims to determine the relationship of Sense of Community (SoC) and Self -Regulated Learning (SRL) with Academic Procrastination. The population of this study was all UMSIDA students in the odd semester of 2018-2019 academic year with the total number of 9824 students and the total sample based on Isaac and Michael's table with an 5% error rate were 385 students with a proportioned random sampling technique. Research data collection used three psychological scales, namely the scale of academic procrastination, the scale of the sense of community, and the scale of self-regulated learning. Analysis of research data used was product moment correlation and multiple regression analysis. The results of the analysis show that the Sense of Community and Self-Regulated Learning have a negative relationship with academic procrastination. If students perceive themselves to have a Sense of Community and high Self-Regulated Learning, they will tend to reduce their academic procrastination. However, the Self-Regulated Learning prediction on academic procrastination is higher than the Sense of Community on academic procrastination.

Arrangment of responsibility character module using expert validation

This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.

Mathematical Reasoning and Self Regulated Learning According to Student’s Cognitive Stage

This study was a descriptive survey having a goal to examine attainment of student’s mathematical reasoning (MR) and self regulated learning(SRL) according to student’s cognitive stage. The survey implicate 36 eleventh grade students of 17... years old, test of logical thinking (TOLT), an essay MR test,a SRL scale. By using TOLT, the survey investigated many students with 17 years old had not reached formal cognitive stage, namely 19 % students at formal stage, 25 % students at transition stage, and rest 56% students at concrete stage. In addition, survey invented that entirely students obtained MR at very low grade level, and according to student’s cognitive stage, formal students obtained higher grade MR than the grade of transisiton students and concrete students. Even if, those grades were still at low and very low level. Either entirely or based on student’s cognitive stage there were no different grades on student’s SRL and those grade were fairly good level. SRL at fairly good grade level, transistion stage students attained MR and SRL at medium grade Other finding, there was medium association between cognitive stage and MR, but therewere no association between cognitive stage and MR, and SRL and between MR and SRL. In general, these findings were, that in normal condition formal cgnitive stage will reach by students in 12 -13 years old, or in 13-14 years old, even in specific condition in 19 – 20 years old; and that formal students possess higher abilities than concrete students on completing HOT tasks such as MR tasks which needed formal operational thinking.

A Correlational Study of Well-Being Psychology and Self Regulated Learning in Hafiz Student’s Learning Achievement in MA Tahfidzul Qur’an Isy Karima Karanganyar

This study aimed to find out correlation between well-being psychology and self-regulated learning on student learning achievement of hafiz in MA Tahfidzul Qur'an Isy Karima Karanganyar. This study used quantitative method with multiple linear regression analysis. This study was a correlational research with data collection techniques in the form of psychology well-being and self-regulated learning scales. The learning achievement used grade point average (IPK / IPK). The subjects of this study were 30 hafiz students from a total of 150 hafiz students of the Tahfidzul Qur'an unit. Quota sampling technique was done by observing certain characteristics and SPSS for Windows 16.00 Version. The result showed that there was a correlation between well-being psychology and learning achievement obtained with correlation 0445 with significance 0,006 because of significance 0.05 so that it meant no correlation. The last correlation between well-being psychology and self-regulated learning obtained 0075 correlations with significance 0.347 as the significance> 0.05 so that it meant no correlation. Keywords: well-being psychology, self-regulated learning, learning achievement