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 A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies

2021 ◽  
Vol 19 (54) ◽  
pp. 369-392
Author(s):  
Ying Hong Jiang ◽  
Jia Wang ◽  
Patricia Bonner ◽  
Jenny Yau
Keyword(s):  
Middle School ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Intrinsic Value ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Self Regulatory Learning ◽  
The Relationship

Introduction.  Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method.  This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data. Results.  We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less. Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.

scholarly journals Efektivitas Layanan Penguasaan Konten dan Self-Regulated Learning untuk Menurunkan Prokrastinasi Akademik

2019 ◽  
Vol 8 (2) ◽  
pp. 62-66
Author(s):  
Sonia Marda ◽  
Sunawan Sunawan ◽  
Kusnarto Kurniawan
Keyword(s):  
Research Data ◽  
T Test ◽  
Independent Learning ◽  
Academic Procrastination ◽  
Content Mastery ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
Quantitative Descriptive ◽  
Self Learning

Tujuan penelitian ini adalah untuk membuktikan keefektifan layanan penguasaan konten dengan topik self-regulated learning untuk menurunkan tingkat prokrastinasi akademik siswa. Jenis penelitian yang digunakan adalah eksperimen dengan desain one group pre-test dan post-test. Subjek penelitian ini adalah seluruh populasi siswa kelas X Is 3(N= 38 orang siswa). Data dikumpulkan menggunakan skala prokrastinasi akademik siswa  dan dianalisis menggunakan analisis deskriptif kuantitatif serta uji t-test. Hasil penelitian menunjukkan bahwa tingkat prokrastinasi akademik siswa menurun secara signifikan melalui layanan penguasaan konten dengan menggunakan topic self- regulated learning (0,00<0,01) yang jika disimpulkan self-regulated learning efektif untuk menurunkan prokrastinasi melalui layanan penguasaan konten.    The purpose of this study is to prove the effectiveness of content mastery services with independent learning topics to lower the level of student academic procrastination. Type of research used is experiment with design one group pre-test and post-test. The subjects of this study are the entire population of students class X is 3 (N = 38 students). The research data used students' academic procrastination scales and analyzed using quantitative descriptive and t-test. The results showed that the level of academic procrastination decreased significantly through content mastery service using self-learning (0.00 <0.01) if be concluded if self-regulated learning is effective to down procrastination by using content mastery service.

scholarly journals The Interconnection of Motivation and Self Regulated Learning Among University Level EFL Students

2019 ◽  
Vol 12 (4) ◽  
pp. 105 ◽  
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Higher Education ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
English Language ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Self Regulated Learning ◽  
Regulated Learning

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as goal orientation, self efficacy, intrinsic value, test anxiety and self-regulated learning components such as cognitive strategy usage and self regulation. The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of goal orientation, self efficacy, intrinsic value, test anxiety, cognitive strategy usage and self regulation. ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to goal orientation and self-efficacy. Furthermore, correlation analysis suggested that there was a moderate level of correlation between self-regulation and cognitive strategy usage. This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires self-efficacy and self-regulation and these are all interrelated.

scholarly journals Self Regulated Learning dan Self Efficacy Mahasiswa Tim Debat Bahasa Arab al-Kindy

2019 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Nuril Mufidah ◽  
Warisma Riski Nuryani
Keyword(s):  
Adult Students ◽  
Self Efficacy ◽  
Native Speaker ◽  
Global Era ◽  
Self Regulated Learning ◽  
Self Development ◽  
Regulated Learning ◽  
The Subject ◽  
Research Type

The skill of speaking Arabic is a demand in the campus world and after graduation as a form of readiness to enter the workforce in the global era. Teaching kalam with the debate method for students besides being able to improve ability also adds courage as a form of self-efficacy. Students with Self-regulated learning can complete lecture obligations properly and can participate in extra debate activities as a means of self-development. This study aims to determine whether there is an influence of self-regulated learning and self-efficacy for adult students in Arabic learning especially debate program. The subject of this study are 7 students who had participated in the National or International Arabic debate competition. The study used a descriptive qualitative research type of case study-retrieval of data through interviews and documentation. The results of this study indicate that 78% of their success is influenced by the existence of self-regulated learning and self-efficacy in the debate. The strategy of learning debate by using native speaker videos that are studied independently by each member. Then each member displays the results of their training day in front of the senior.

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

2018 ◽  
Vol 10 (2) ◽  
pp. 118-129
Author(s):  
Linda Carol Algozzini ◽  
Valencia Lavon Gabay ◽  
Shannon D. Voyles ◽  
Kimberly Bessolo ◽  
Grady Batchelor
Keyword(s):  
Higher Education ◽  
First Century ◽  
Individual Student ◽  
Change Model ◽  
Participatory Action ◽  
Content Type ◽  
Self Regulated Learning ◽  
Group Coaching ◽  
Regulated Learning

Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

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