Student Self-regulated Learning Research Articles

The Predictors of Students’ Satisfaction and Academic Achievements in Online Learning Environment in Higher Education

Student satisfaction is crucial in remote education course evaluation because it is linked to the quality of online programs and student academic performance. Meanwhile, self-regulated learning is crucial in both traditional and online learning environments since it involves the ability to organize, manage, and control their learning process. In this study, the authors tested the correlations between student satisfaction and academic achievement involving student characteristics, self-regulated learning, and Internet self-efficacy. Data were collected from 750 undergraduate students responding to an online survey questionnaire. To examine the correlation between factors in this research, a correlation analysis approach in SPSS 25 was utilized. Qualitative data were coded using MAXQDA in order to figure out other factors affecting student satisfaction. The results of the research showed Internet self-efficacy, self-regulated learning, student satisfaction, and academic achievement were significantly correlated with each other whereas gender and students’ prior experience online were perceived to highly correlate with those constructs as well. Qualitative results indicated factors impacting students’ satisfaction in online learning and supported most part of the quantitative results. Pedagogical implications and limitations of the study are also discussed.

The Importance of the Portfolio Assessment Model to Improve Student’s Self-Regulated Learning

The purpose of this research is to develop a portfolio assessment model to increase the self-regulated learning of students. With this product, it is hoped that it can become a reference for transformation from traditional assessments to increase self-regulated learning and achieve good learning outcomes. This research is development research to produce a product portfolio model. The results of the research that has been done, show that teachers at MAN 1 Bandar Lampung have difficulty in assessing the appropriate assessment for students and self-regulated learning students. Teachers have not been able to assess things other than traditional assessments, which only judge from the results and results of the exam so that students can evaluate the learning and assessments that have been done. This condition also affects the low self-regulated learning of students from students who rarely archive what has been given by the teacher. The portfolio assessment model has not been implemented in schools so that teachers and students expect a portfolio model so that it can increase the self-regulated learning of students. This research produces a portfolio assessment model and shows a very well-designed and relevant portfolio assessment model in economics learning.

Relationship between emotional intelligence and self-regulated learning of students in Biology subjects

This study aims to determine the relationship between emotional intelligence and self-regulated learning of students in biology subjects in class XI MIPA SMA Negeri 1 Tasikmalaya. The research method used is a correlation. The population in this study was the entire class XI MIPA SMA Negeri 1 Tasikmalaya, amounting to 272 students. The research sample was taken using a purposive sampling technique as many as two classes, namely class XI MIPA 6 and XI MIPA 7 with 39 students who filled out the questionnaire. The data analysis technique used is a simple correlation test. The results of the study showed that there was a relationship between emotional intelligence and students' self-regulated learning. For the relationship between emotional intelligence and self-regulated learning, R is 0.568, which means it has a moderate level of relationship. The coefficient of determination of the emotional intelligence variable on the self-regulated learning variable is R2, which is 0.322, which means that the emotional intelligence variable contributes 32.3% to the self-regulated learning of students. Method, one of them by counseling approach of Cognitive Behaviour Therapy (CBT) using guided imagery technique.

Hubungan Regulasi Diri dalam Belajar dengan Keterampilan Berpikir Tingkat Tinggi Siswa pada Materi Sistem Gerak

The student-centered learning process requires self-regulated learning students to optimize the learning process so that learning objectives to develop higher-order thinking skills can be achieved. This study aimed to investigate the correlation between self-regulated learning with students' high-order thinking skills on musculoskeletal system topics. This research used a descriptive correlational method with 106 students sample. The analysis technique used is simple regression and correlation test. The results showed that the correlation coefficient is 0.438, which means that there is a positive correlation between self-regulated learning and students' higher-order thinking skills in musculoskeletal system topics which is quite strong. This revealed as the self-regulation in learning increased, the students' higher-order thinking skills also increased. The coefficient determination result is 0.19 which means that self-regulated learning contributes 19% to higher-order thinking skills and 81% is supported by other factors. Recommendations for further research are that the implementation of data retrieval carried out boldly needs to be done by determining a certain time for each respondent and observing directly through video conferencing to reduce bias in the data results

Factors associated with medical students\u2019 self-regulated learning and its relationship with clinical performance: a cross-sectional study

BackgroundThe importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and medical professionals. Self-regulated learning, which is a context-specific process, is affected by personal, contextual and social factors. Although many studies on exploring the factors that influenced SRL and the relationship of between SRL and clinical achievement levels have been carried out in western countries, little is known about the factors associated with self-regulated learning and its relationship with clinical performance among medical students in China.MethodsA cross-sectional online survey was distributed to 3rd year clinical medicine students who were in the clinical clerkship stage in a medical college in Wuhan. We used Self-regulated Learning Scale for Undergraduates (SLSU) to measure the self-regulated learning of students and Objective Structured Clinical Examination (OSCE) in the national proficiency test to assess the clinical performance of students. The participation rate was 73.95% (193 students). An independent t-test and analysis of variance were used to analyse the factors associated with self-regulated learning. The relationship between self-regulated learning and clinical performance was analysed with multilinear regression analysis.ResultsUnivariate analysis showed that having a clear career planning and a professional idol, providing full-time teaching clinical teachers in the clerkship department and seeking the help of the surrounding classmates and the guidance of teachers or senior students were significant predictors of self-regulated learning. Multilinear regression analysis has revealed a positive relationship among extrinsic goals (partial r = 0.171), clinical clerkship evaluation (partial r = 0.197) and clinical performance (F = 4.070, p = 0.004).ConclusionsMotivation-related personal and social factors related to clinical context could promote the SRL level of medical students in China. Extrinsic goals and clinical clerkship evaluation could facilitate students’ clinical achievements on clinical skills. External support, such as clinical clerkship management, might improve clinical performance on clinical skills in clinical clerkship context.

Self-Regulated Learning Mahasiswa dalam Menghadapi Pembelajaran Daring di Masa Pandemi Covid-19

AbstractBrave learning has become a new phenomenon in the world of education during the Covid-19 pandemic. Bold learning can affect the learning process to student academic achievement. Students need to have good self-regulation in learning in order to manage their learning strategies well, and improve the quality of their learning. This study aims to determine the level of self-regulated learning in students who are taking courageous learning. This research is a quantitative research with a descriptive survey approach. The subjects in this study were 76 students from the Department of Psychology and PGSD Campus V, Faculty of Education, State University of Padang. The data collection tool uses a Likert scale using a self-regulated learning scale. The data analysis technique used is descriptive statistical analysis. The results of the study indicate that in general the level of self-regulated learning in students who are taking courageous learning is in the medium category.Keywords : self-regulated learning, students

Mobile Moodle to Support Graduate Students Self-Regulated Learning: An Ex-Post Facto Study

The use of a mobile learning management system (LMS) has engendered pros and cons concerning the effects on influencing the students’ self-regulated learning (SRL). A large number of research studies concerning mobile-LMS have been done in the past decades. Studies have also demonstrated that the use of mobile LMS can facilitate the users as it can be conveniently accessed anywhere with their mobile phones. However, those studies have not comprehensively discussed the results of the students' mobile-LMS on their self-regulated learning development. Hence, this research aims to investigate the use of mobile learning management systems, specifically mobile Moodle, to support the students' self-regulated learning. An ex-post-facto research study was used to gather the respondents' data after they experienced the mobile Moodle and the relationship to the SRL development. The respondents were 15 students from English Education Master Program, Yogyakarta, Indonesia. Further, the questionnaires and interviews were used to gather and analyze the data. The results showed that most of the graduate students were facilitated by the use of mobile Moodle to develop their self-regulated learning. The result showed that the features, namely, upcoming events, messages, and chats, positively related to the students’ SRL construction. However, the participants highlighted the easiness of using reminder and notification features since some of the students cannot receive the notification directly to their phones. Thus, the mobile Moodle developer should improve it to maximize its benefit in influencing students’ SRL.

The Effectiveness of Using the Portfolio Assessment Model to Improve Student Self-Regulated in Economic Learning

The study aimed to determine: (1) the differences in the self-regulated of students in economics learning using a portfolio assessment model and without using a portfolio assessment model, and (2) the effectiveness of using a portfolio assessment model on students' self-regulated in economics learning. This research is a quasi-experimental study with a randomized control group pretest-posttest design. The population of this research is class XI students majoring in Social Sciences (IIS) for the academic year 2021/2022 which consists of four classes with a sampling technique, namely cluster random sampling. Based on the lottery results, class XI IIS 1 and 2 were given a portfolio assessment model and class XI IIS 3 and 4 did not use the portfolio assessment model. Data collection techniques used are indirect communication techniques. The data collection tool used is a learning self-regulated questionnaire. The hypothesis was tested using parametric statistics, namely the two-tailed t-test with the help of the SPSS version 20 program at a significance level of 0.05. Based on the results of data analysis, it can be concluded that: (1) there are differences in the self-regulated learning of students in economic learning using a portfolio assessment model and without a portfolio assessment model, and (2) the effectiveness of using a portfolio assessment model on student self-regulated in economics learning is 0,31.

Critical Thinking Skills and Self-Regulated Learning Of Students during the Covid-19 Pandemic

This study aims to analyze critical thinking skills and self-regulated learning of Junior High School Students on Change States of Matter material during online learning during Pandemic Covid 19. The research subjects were 200 junior high school students in the city and district of Bogor who had received the material for Change States of Matter. Data were collected using a test of critical thinking skills with multiple choice types and a questionnaire to measure students' self-regulated learning. The indicators used to measure critical thinking skills refer to FRISCO (Focus. Reason, Inference, Situation, Clarity, Overview), and indicators of learning independence include 3 phases, namely, planning, implementation, and evaluation. The data obtained were then analyzed descriptively and quantitatively. The results of this study indicate that the average level of students' critical thinking skills is still low, namely 33.34%, and the level of learning independence is quite good at 52.45%. There is a significant relationship between students' self-regulated learning and critical thinking skills (Sig = 0.000) in online learning mode.

Integrating GeoGebra into the flipped learning approach to improve students' self-regulated learning during the covid-19 pandemic

The Covid-19 pandemic has forced an immediate transition from face-to-face learning in classrooms to online learning, including math learning. Mathematics with abstract working objects is not easy to learn online. So, an excellent self-regulated learning ability is required. So far, many efforts have been made to improve self-regulated learning in mathematics learning. However, there are still gaps in improving students' self-regulated learning ability in online mathematics learning, especially in relation to the integration of GeoGebra into the Flipped Learning approach. The purpose of this study is to examine the effectiveness of integrating GeoGebra into the Flipped Learning approach to improve students' self-regulated learning ability in learning mathematics online during the Covid-19 pandemic. This research is a quasi-experimental study with a pretest-posttest control group design to compare the effectiveness of a GeoGebra-integrated Flipped Learning approach. A conventional Flipped Learning approach and a conventional learning approach increase students' self-regulated learning level in constructing their understanding of mathematical concepts during online learning in the Covid-19 pandemic. The study involved 60 students randomly selected from one of Indonesia's private universities. They were divided into three groups representing each approach. Pretest and posttest results were quantitatively analyzed using Normalized Gain (N-Gain) Score, Cohen's d effect size, and statistical descriptive. The analysis results revealed that GeoGebra-integrated Flipped Learning is more effective in increasing students' self-regulated learning level in online mathematics learning than the other two approaches. It is expected that the results of this study can provide insights into alternative solutions for improving the quality of online mathematics learning by increasing the level of self-regulated learning of students.

Development of Media Game on Acid-Base Material and Its Effect on Self-Regulated Learning

This study aimed to obtain an Android-based chemistry racing challenge game as a learning media for acid-base materials that are valid, practical, and effective to facilitate students' self-regulated learning. The research method used is research and development (R&D). The instruments used are validation sheets, student response questionnaire sheets, self-regulated learning questionnaire sheets, and test question sheets. The research subjects were 18 students of SMA Muhammadiyah 2 Sidoarjo. The validation results get a score mode of ≥ 3 with a good category. The practicality test scored ≥ 61% for each goal with a very practical category. The effectiveness of games as learning media is seen from student learning outcomes and self-regulated learning. The classical completeness achieved is 61%, and students' self-regulated learning achieved ≥ 80.1% with a very good category. Thus, it can be concluded that the Chemistry Racing Challenge game is valid, practical and effective as a game learning media.

How instructors can use case based learning (CBL): CBL approach can inspire more self-regulated learning in students

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsThe findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Education 4.0: Artificial Intelligence Assisted Task- and Time Planning System

Sometimes it takes a crisis. Engineering Education 4.0 for the Industry 4.0 and post Covid-19 needs a Curricula 4.0 and also learning and teaching scenarios adapted for the New World of Work with social distancing and mobile collaboration. The Education 4.0 process implements Artificial Intelligence methods (AI) in each phase of the process for increasing students self-regulated learning. This paper presents an AI assisted task and planning system for students including analysis, concept for mobile operating systems, and graphic user interface for smartphones. In addition, the current state of the art is provided and a detailed description of the system development process using the task planner as an example. The procedure from the design draft to the programming phase with integrated test techniques is explained. The tools and components required for this are illustrated using the project work. Finally, the overall project is evaluated and the added value of the solution created for the end user is presented in a summary. In the future, the proposed concept can be implemented also for other wearable devices such as smartwatches.

The Effectiveness of E-Module on Buffer Solutions to Improve Students' Higher-Order Thinking Skills and Self-Regulated Learning

This study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%).

DEVELOPMENT OF RIDEE LEARNING MODEL (READING, INJECTING, DISCUSSING, EVALUATING, EXPOSURING) TO IMPROVE SELF REGULATED LEARNING (SRL ) AND SCIENCE LEARNING OUTCOMES FOR JUNIOR HIGH SCHOOL STUDENTS

The application of learning models that are in accordance with the characteristics of students and the characteristics of subjects that can change or improve students skills in mindsets is very rare or even non- existent. The learning model that will be developed is RIDEE. Where the RIDEE learning model comes from combining the two previous learning models into a learning model that is expected to be applied practically, effectively, and validly. Science is one of the sciences that has the characteristics of events in everyday life. In everyday life, it is necessary to increase students skills where these skills can make it easier for students to achieve learning goals, both in science lessons and in other subjects. The skill or ability is the self-regulation ability for the students themselves (Self Regulated Learning), in science learning the self- regulation ability in students is very necessary, where students will know to what extent the students inability or understanding of their own academic and non-academic abilities students, so that students are expected to have good self-regulation values to be applied in everyday life, both in the learning process and in the process of social communication in students daily lives. Thus the academic ability of the students themselves will also be able to increase, especially in science learning outcomes in junior high school. This study aims to examine the effectiveness of the use of brain-based learning materials on the excretory system on students self-regulated learning skills. The method in this study is 4D, with three meetings in three different classes. The data analyzed was obtained from the value of Self Regulated Learning.

AN INTERACTIVE E-MODULE DEVELOMPENT TO INCREASE THE SELF-REGULATED LEARNING OF BASIC GRAPHIC DESIGN

This study aims to produce an interactive E-Module Image Processing Bitmap (Raster) Elementary Graphic Design class X Vocational High School Multimedia Skills Competency to improve student self-regulated learning. This research is a Research and Development (R&D) using the ADDIE model which includes the stages of analyzing, design, development, implementation, and evaluation. The product trial design consists of preliminary trials, main field trials, and operational field trials by carrying out pre-experimental. Data collection instruments used were a needs analysis questionnaire, a scale of eligibility for e-modules by material and media experts, a scale of student self-regulated learning, and a student response scale. The data analysis technique used in the study is descriptive technique. The results showed that the interactive e-module was very feasible and effective enough to be used to improve the student self-regulated learning of basic graphic design of vocational students.

Pengaruh Self Regulated Learning Dan Lingkungan Teman Sebaya Terhadap Hasil Belajar Mata Pelajaran Fikih Kelas Xi Putri Ma Tarbiyatut Tholabah Kranji Paciran Lamongan

The purpose of this study was to determine: 1) students' self-regulated learning (SRL) 2) Students' peer environment 3) student learning outcomes 4) the effect of SRL on student learning outcomes 5) the influence of peer environment on student learning outcomes 6) the influence of SRL and peer environment on student learning outcomes. This study uses quantitative methods, data collection instruments using questionnaires and documentation. This research was conducted at MA Tarbiyatut Tholabah Kranji Paciran Lamongan. Respondents in this study amounted to 59 students. The independent variables of this study were SRL and peer environment, while the dependent variable was learning outcomes. The results of this study indicate that: 1) SRL Students are classified as good. This is evidenced by the results of descriptive analysis which states that the mean > mode (77.71>73). 2) The peer environment of students is quite good. This is evidenced by the value of the results of the descriptive analysis mean > mode (76.42>70). 3) Student learning outcomes are classified as Complete. This can be proven from the results of descriptive statistical analysis Mean > KKM (86.00> 70). 4) there is no significant effect of SRL on learning outcomes. This is evidenced by the value of t count < t table (1.074 < 1.672) and the value of sig. P-value is 0.287 > 0.05. The percentage of the influence of SRL on student learning outcomes is 2%. 5) There is a significant influence of peer environment on learning outcomes. This is evidenced by the value of t count > t tabel (4.267 > 1.672), and the value of sig. P-value is 0.000<0.05. The percentage of peer environment influence on learning outcomes is 24.2%. 6) There is a significant effect of SRL and peer environment on learning outcomes. This is evidenced by the value of F count > F tabel (9.183>3.16), and the value of Sig. or P-Value < 0.05 (0.000<0.05). The percentage of the influence of SRL and peer environment on student learning outcomes is 24.7%, while the remaining 75.3% is determined by other variables outside the study.

Scaffolding homework for foreign language and self-regulated learning: lessons from an Australian primary school

ABSTRACT Reporting on the relationship between homework, foreign language learning and self-regulated learning, this paper examines how a teacher used homework to promote Japanese language learning in a Year 4 class at an Australian primary school. The study drew on naturally occurring data including classroom observations and student-produced video of themselves completing homework as well as interviews and a collection of documents and artefacts. Using a sociocultural analytical lens, the study found that homework can be a vehicle for the development and practice of self-regulation strategies as enablers of successful language learning, but only within certain conditions established by teachers, parents and the students themselves. The study found that in some instances teachers may not recognise or adopt opportunities for student self-regulated learning. The paper concludes with a pedagogical homework cycle to assist teachers to mobilise the potential of homework as a means of scaffolding foreign language learning beyond the classroom.

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather than hinder self-regulated learning in students. Taken together, the contributions of the current Special Issue highlight self-regulated learning as a critical skill at all levels of education, which can be promoted through structured training programs, various uses of feedback, and addressing misconceptions about self-regulated learning from (pre-service) teachers.

Self-Control and Self-Regulated Learning on Students

Students who are active in non-academic activities can get different academic scores from students who do not participate in student organizations. This study examines the relationship between self-control and self-regulated learning of students who are members of the Student Organization of the University of Muhammadiyah Purwokerto-Indonesia. This study uses quantitative methods. The sample of this research is 88 students who follow the Student Organization. Sample selection using probability sampling technique by taking 14% of the total population. Data were collected using an online questionnaire, and namely, google Forms. The instrument used is a scale of self-control and self-regulated learning. The data analysis technique uses the product-moment method from Karl Pearson. This study indicates a positive and significant relationship between self-control and self-regulated learning in students participating in Student Organizations; the correlation value of r is 0.689 at p = 0.000 (p < 0.01).