Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

2011 ◽  
Vol 57 (2) ◽  
pp. 1801-1812 ◽  
Author(s):  
Tzu-Hua Wang
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Environment ◽  
Junior High School ◽  
Junior High School Students ◽  
School Students ◽  
Web Based ◽  
Self Regulated Learning ◽  
E Learning ◽  
Assessment Strategies

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

Sepren ◽  
2020 ◽  
Vol 1 (02) ◽  
pp. 8-15
Author(s):  
Dhia Octariani
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Exploratory Approach ◽  
Regulated Learning ◽  
Better Than

  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.

scholarly journals Measuring Self-Regulated Learning in the STEM Framework: A Confirmatory Factor Analysis

2021 ◽  
Vol 10 (4) ◽  
pp. 2067-2077
Author(s):  
Mulin Nu’man ◽  
Heri Retnawati ◽  
Sugiman Sugiman ◽  
Jailani Jailani
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Validity And Reliability ◽  
School Students ◽  
Self Regulated Learning ◽  
Self Reliance ◽  
Regulated Learning

<p style="text-align: justify;">Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students’ self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students’ self-reliance in SRL.</p>

scholarly journals Moodle Cloud as the Developing Listening E-Learning Media in SMP Negeri 7 Medan

2019 ◽  
Vol 1 (2) ◽  
pp. 272-277
Author(s):  
Nora Ronita Dewi ◽  
Juli Rachmadani Hasibuan ◽  
Masitowarni Siregar ◽  
Anggraini Thesisia Saragih ◽  
Dicki Darmawan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High School Students ◽  
English Teacher ◽  
School Students ◽  
Validation Score ◽  
E Learning ◽  
The Media ◽  
The Subject

The aim of this study was to develop listening media for Grade VII of Junior High School Students. This study was conducted by using Research and Development (R&D) design through six stages; gathering information and data, analyzing data, designing materials, validating by experts, revising, and final product. The subject of the study was Grade VII of SMP Negeri 7 Medan. The data were gathered by conducting interview to English teacher and distributing questionnaire to 1 class grade VII consists of 30 person to get the students’ needs. The interview and questionnaire results prove that the students needs English Listening Media which can motivate and encourage the students to speak actively in English. The product has been validated by experts. The result of the product was an E-learning media named Moodle Cloud and all the features which was categorized  as an  relevant media since the validation score of the media was 93.55%.

scholarly journals Analysis of Junior High School Students’ Problem-solving Ability Reviewed from Self-regulated Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
A S Bayuningsih ◽  
B Usodo ◽  
S Subanti
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Junior High School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning

<p class="Abstract">Problem-solving ability in mathematics is a primary means to understand a problem and develop the students ' ability in solving a problem. Step in solving problems are categorized to understanding the problem, devising a plan, carrying out the plan and reflection. This research used a descriptive method aimed to identify the problem-solving ability among junior high school students and review from students self-regulated learning (SRL).The subjects of the research were taken by one student in each SRL category (high, medium, and low) which then given the problem-solving test and the result was triangulated by interview. Based on the research, it can be stated that the students with high self-regulation can solve a mathematical problem by applying first indicator, the second indicator, third indicator, but they cannot apply the fourth indicator. The students with medium self-regulation can apply the first indicator and second indicator while they are still having the problem in third indicator and fourth indicator. The students with low category self-regulation cannot apply all of those in solving the mathematical problem.</p>

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