scholarly journals Model Pembelajaran Mandiri

2015 ◽  
Vol 1 (6) ◽  
Author(s):  
Ismail Jehana
Keyword(s):  
Educational Psychology ◽  
Independent Study ◽  
Structured Learning ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Operational Level ◽  
Regulated Learning ◽  
Teachers And Students ◽  
Psychology Theory ◽  
Self Learning

Model of self-regulated learning is base of learning practices which based on educational psychology theory . The theory of learning which is designed based on an analysis of the implementation of the curriculum and its implications on the operational level in the classroom. Essentially independent study emphasizes the students creativity and initiative. However, in certain circumstances, systemati- cally learners can ask for help / guidance to the teacher, the teachers role here is more emphasis on the facilitator. Self-learning materials including structured learning materials. Therefore, students can not participate in determining the objectives and content. Structured learning materials basically can not accommodate or adapt to the aspirations or needs of learners.Keywords: Self Regulated Learning, Self, teachers, and students

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

Teachers' and students' perceptions of self-regulated learning and math competence: Differentiation and agreement

2013 ◽  
Vol 27 ◽  
pp. 26-34 ◽  
Author(s):  
Alena Friedrich ◽  
Kathrin Jonkmann ◽  
Benjamin Nagengast ◽  
Bernhard Schmitz ◽  
Ulrich Trautwein
Keyword(s):  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

2008 ◽  
Vol 20 (1) ◽  
pp. 108-136 ◽  
Author(s):  
Angela Housand ◽  
Sally M. Reis
Keyword(s):  
Reading Instruction ◽  
Learning Strategies ◽  
Self Regulation ◽  
Gifted Students ◽  
Strategy Instruction ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Individual

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

Fostering Self-Regulated Skills in an Educational Psychology Course for Brazilian Preservice Teachers

2013 ◽  
Vol 12 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Evely Boruchovitch ◽  
Danielle R. Ganda
Keyword(s):  
Preservice Teachers ◽  
Educational Psychology ◽  
Effective Teachers ◽  
Teacher Education Program ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Brazilian Students ◽  
Psychology Course ◽  
Educational Psychology Courses

The relevance of self-regulated learning is well acknowledged by research, and converging evidence suggests that people can be taught self-regulatory skills, thus improving their behavior as learners. Researchers have recommended that educational psychology courses for preservice teachers should help future teachers become better learners as well as more effective teachers. An attempt was made to explore the challenge of creating an effective teaching approach to increase preservice teachers’ awareness of their personal learning. This idea was implemented in an educational psychology course for 26 Brazilian students in a teacher education program at a public university in the interior of the state of São Paulo, Brazil. The procedures employed to foster self-regulatory skills and the results obtained from the experience are discussed in this article. Data were collected on 2 occasions using a self-efficacy for self-regulated learning scale and a general self-reflective activity. A structured diary about the students’ learning experiences was also required. Results showed reported gains in self-regulatory skills, greater awareness of affective and motivational states, and an improvement in study practices. Findings are discussed in terms of both the importance of improving students’ self-regulatory skills and the implications that such an initiative may have for future teaching practices.

scholarly journals Curricular Concept Maps as Structured Learning Diaries: Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Ville Kivimäki ◽  
Joonas Pesonen ◽  
Jani Romanoff ◽  
Heikki Remes ◽  
Petri Ihantola
Keyword(s):  
Learning Analytics ◽  
Concept Maps ◽  
Time Series Data ◽  
Data Availability ◽  
Series Data ◽  
Structured Learning ◽  
Conceptual Thinking ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Selection Of

The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.

scholarly journals HUBUNGAN ORIENTASI MASA DEPAN DALAM BIDANG PENDIDIKAN DENGAN KETERATURAN DIRI DALAM BELAJAR (SELF REGULATED LEARNING)

2018 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Fifih Nurafifah ◽  
Nani N. Djamal ◽  
Fenti Hikmawati
Keyword(s):  
Learning Style ◽  
Significant Positive Correlation ◽  
Future Orientation ◽  
Self Regulation ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Learning

Future orientation on education could be called as a goal; target, plan and strategy dreamed and strived by individual to achieve. One of many strategies could be used by student to make those dreams of their future on education to become true is to have self regulation in learning style and methods. In this research we can find out that future orientation on education has a significant positive correlation with self learning regulations.

scholarly journals PROFIL METAKOGNISI SISWA BERDASARKAN SELF-REGULATED LEARNING (SRL) DALAM MEMECAHKAN MASALAH KIMIA

Vidya Karya ◽  
2019 ◽  
Vol 33 (2) ◽  
pp. 118
Author(s):  
Rizki Fahreza ◽  
Parham Saadi ◽  
Syahmani Syahmani
Keyword(s):  
Self Efficacy ◽  
Science Classroom ◽  
Intrinsic Value ◽  
Descriptive Analysis ◽  
Evaluation Result ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
Self Learning

Abstract.  This research aims to (1) know the student’s metacognitive charactersitics in solving chemistry problem, especially based on Self-Regulated Learning (SRL) and (2) identify the factors influence student’s SRL capability. Research design used in this research was one-shot case study with pre-test. The research sample was the 11th grade students of Science classroom chosen by purposive sampling method. The instruments were pre-test, post-test, and Metacognition Self Learning Questionnaire (MSLQ). The data were collected by test, observation, dan questionnaire. Analysis method used descriptive analysis. The finding of this research showed that (1) the low metacognitive students show the such characteristics;  tend to explained problem unclearly, couldn’t formulate problem correctly, explained planning and monitor the strategy unclearly, could’t imlpement the strategy and and less detailed in explain evaluation result. On the contrary, the higher metacognitive students had the such characteristics like could explain the problem more clearly, could formulate the problem exactly, could explain planning and monitor the strategy more detailed, could implement the strategy properly, and could explained evaluation result more detail; (2) there are fourt main factors that influence student’s SRL capability, that are cognitive strategy, student’s intrinsic value, self-efficacy, and anxiety. Keywords: metacognitive skill, problem solving, SRL, colloid Abstrak. Penelitian ini bertujuan untuk mengetahui (1) karakteristik metakognisi siswa dalam memecahkan masalah kimia koloid berdasarkan Self-Regulated Learning (SRL) dan (2) mengidentifikasi faktor-faktor yang mempengaruhi kemampuan siswa dalam penerapan model pembelajaran SRL. Rancangan penelitian yang digunakan adalah one-shot case study with pre-test. Sampel penelitian yaitu peserta didik kelas XI IPA yang ditentukan melalui metode purposive sampilng. Instrumen penelitian berupa tes, lembar observasi  dan kuesioner MSLQ. Analisis data menggunakan metode analisis deskriptif. Hasil penelitian menunjukkan bahwa (1) siswa yang metakognisinya rendah memiliki karakteristik seperti; kurang jelas mengungkapkan permasalahan, kurang tepat merumuskan rumusan masalah, kurang rinci mengungkapkan perencanaan, kurang rinci dalam pemantauan strategi, kurang mampu menerapkan strategi, dan kurang rinci mengungkapkan hasil evaluasi. Adapun siswa yang metakognisinya lebih tinggi memiliki karakteristik seperti mampu mengungkapkan permasalahan dengan jelas, mampu merumuskan masalah dengan tepat, mampu mengungkapkan perencanaan dan cara pemantauan strategi dengan rinci, mampu menerapkan strategi dengan baik, dan rinci dalam mampu mengungkapkan hasil evaluasi; (2) terdapat 4 faktor utama yang mempengaruhi kemampuan siswa dalam model pembelajaran SRL, yakni strategi kognitif, nilai intrinsik siswa, self-efficacy, dan kecemasan. Kata kunci: Keterampilan metakognisi, pemecahan masalah, SRL, koloid

scholarly journals The Relationship between Passive and Active Academic Procrastination and Self- Regulated Learning

2019 ◽  
Vol 13 (2) ◽  
pp. 235
Author(s):  
Ibrahim A. Alhusaynan
Keyword(s):  
Learning Strategies ◽  
Educational Psychology ◽  
Short Form ◽  
College Of Education ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Psychology Class ◽  
Regulated Learning ◽  
The Relationship ◽  
Learning Data

The purpose of this study is to investigate the relationship between the two types of academic procrastination (passive and active) and self- regulated learning. Data was collected from 135 students of Educational Psychology class at the College of Education in Majmaah University. For the purpose of data collection, the researcher used the Short Form of the Academic Procrastination Scale, the Active Procrastination Scale, and The Self- Regulated Learning Strategies Scale. The findings indicated that most self-regulated learning strategies were negatively related to passive procrastination, and that most self-regulated learning strategies were not related to active  procrastination. Moreover, some self-regulated learning strategies can predict  passive procrastination, but not the active one.

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