THE EFFECT OF FLIPPED LEARNING 3.0 AND SELF-REGULATED LEARNING ON TWELFTH GRADE STUDENTS SPEAKING PERFORMANCE

This study aimed to investigate the effect of flipped learning (FL) 3.0 and self-regulated learning (SRL) on the speaking performance of twelfth-grade students in Buleleng. This study was experimental study that focused on Quasi-Experimental design. The sample was 63 students that classified into the control and experimental class through random sampling to the intact groups. Data were collected from the speaking performance score and questionnaires. The results showed that significant difference of students speaking performance taught by FL 3.0 and conventional method was 0.048, means that it was significant. Students' speaking performance difference who has low and high SRL was 0.568, means that it was not significant. The interaction effect of FL 3.0 and SRL was 0.790, means that they had no interaction effect. FL 3.0 could be used in teaching speaking because it had significant effect on students' speaking performance even though the students have high or low SRL.

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THE IMPLEMENTATION OF FLIPPED LEARNING 3.0 AND SELF-REGULATED LEARNING ON TENTH-GRADE STUDENTS’ SPEAKING PERFORMANCE

International Journal of Language and Literature ◽

10.23887/ijll.v4i4.32081 ◽

2021 ◽

Vol 4 (4) ◽

pp. 157

Author(s):

M. Eggy Saputra ◽

Luh Diah Surya Adnyani ◽

Luh Gd Rahayu Budiarta

Keyword(s):

Interaction Effect ◽

Medium Effect ◽

Flipped Learning ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

Tenth Grade ◽

Post Test ◽

Quasi Experimental ◽

Speaking Performance

This study aimed to investigate the simple effect and interaction effect of flipped learning 3.0 (FL 3.0) and self-regulated learning (SRL) on students speaking performance in SMAN 1 Sukasada. This study was quasi-experimental research. Fifty-three tenth-grade students were the sample of this study that were divided into two groups, namely experimental and control groups. The data were collected through a post-test and survey. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 did not give a significant difference on students’ speaking performance, but the effect size showed a medium effect. On the other hand, SRL gave a significant difference on students’ speaking performance between those who have high and low SRL. There was no interaction effect between FL 3.0 and SRL. Through the implementation of FL 3.0 and SRL, the students were stimulated to learn independently which can create their understanding and more active.

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THE IMPACT OF FLIPPED LEARNING 3.0 AND SELF REGULATED LEARNING TOWARD ELEVENTH GRADE STUDENTS’ SPEAKING PERFORMANCE

International Journal of Language and Literature ◽

10.23887/ijll.v4i3.30296 ◽

2020 ◽

Vol 4 (3) ◽

pp. 111

Author(s):

I Gusti Agung Bayu Mahendra ◽

Luh Diah Surya Adnyani ◽

Luh Gd Rahayu Budiarta

Keyword(s):

Flipped Learning ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

Post Test ◽

Quasi Experimental ◽

Speaking Performance ◽

And Control ◽

The Impact ◽

Cluster Random Sampling

This study aimed to investigate the impact of flipped learning 3.0 and self-regulated learning on eleventh grade students’ speaking performance in SMA N 1 Sukasada. This study was quasi-experimental research. Forty-seven of eleventh grade students were the sample of this study that were divided into two groups by using cluster random sampling, namely experimental and control groups. The data were collected through a survey and post-test. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 gave a significant difference on students’ speaking performance. Meanwhile, self-regulated learning did not give any significant differences on students’ speaking performance between those who had high and low self-regulated learning Moreover, there was no interaction effect between flipped learning 3.0 and self-regulated learning. Through the implementation of flipped learning 3.0 and self-regulated learning, the students were stimulated to learn independently. Thus, it creates their understanding and be active in the learning.

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PENGARUH METODE PEMBELAJARAN KWL DAN ASESMEN DIRI TERHADAP KEMANDIRIAN BELAJAR DAN KETERAMPILAN MEMBACA WACANA BAHASA BALI PADA SISWA KELAS XI MIPA SMA NEGERI 1 SINGARAJA

Jurnal Penelitian dan Evaluasi Pendidikan Indonesia ◽

10.23887/jpepi.v9i1.2807 ◽

2019 ◽

Vol 9 (1) ◽

pp. 45-57

Author(s):

I P Widhi Astika ◽

AAIN Marhaeni ◽

I G Lanang Agung Parwata

Keyword(s):

Conventional Method ◽

Interaction Effect ◽

Random Sampling ◽

Peer Assessment ◽

The Self ◽

Self Assessment ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

Quasi Experimental

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran KWL (Know-Want-Learn) dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Penelitian ini dilakukan dalam bentuk kuasi eksperimen menggunakan rancangan faktorial 2x2. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Singaraja yang berjumlah 282 dan sampel diambil menggunakan random sampling yaitu siswa kelas XI MIPA 1, 2, 6, dan 9 dengan jumlah 124 orang. Data penelitian yang berupa skor kemandirian belajar dan skor keterampilan membaca dikumpulkan menggunakan kuesioner dan tes. Data dianalisis menggunakan MANOVA dua jalur. Hasil analisis menunjukkan (a) kemandirian belajar, dan (b) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL lebih tinggi daripada siswa yang mengikuti pembelajaran dengan metode konvensional pada siswa yang menggunakan asesmen diri, (c) kemandirian belajar, dan (d) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL dan siswa yang mengikuti pembelajaran dengan metode konvensional tidak berbeda secara signifikan pada siswa yang menggunakan asesmen sejawat (e) terdapat pengaruh KWL berbantuan asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (f) tidak terdapat pengaruh KWL berbantuan asesmen sejawat terhadap kemandirian belajar dan keterampilan membaca, (g) tidak terdapat pengaruh asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (h) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap kemandirian belajar, (i) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap keterampilan membaca, dan (j) terdapat pengaruh interaksi secara simultan antara KWL dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Kata kunci: Asesmen Diri, Kemandirian Belajar, Keterampilan Membaca, KWL (Know-Want-Learn). AbstractThe study aimed to know the effect of KWL method and self-assessment toward self regulated learning and reading competency. This study was quasi-experimental which design was factorial 2x2. The population of this study were the students in XI MIPA at SMA Negeri 1 Singaraja with total number of 282, and the samples were obtained by using random sampling, they were XI MIPA 1, 2, 6, and 9 with the total number of 124 students. The data in the form of self regulated learning scores and reading competency scores were obtained by using questionnairs and test. The data obtained were analyzed by using two-way MANOVA. The data analysis showed that (a) self regulated learning, and (b) students’ reading competency of students who follow the learning with KWL method is higher that the students who follow the conventional method to the students who use the self-assessment, (c) self regulated learning, and (d) students’ reading competency of students who follow the learning with KWL method had not significant difference than the students who follow the conventional method to the students who use peer-assessment, (e) KWL with self-assessment affected the raising of self regulated learning and reading competency, (f) KWL with peer-assesment did not affect the raising of self regulated learning and reading competency, (g) self-assessment did not affect the raising of self regulated learning and reading competency, (h) there was interaction effect between KWL and self-assessment toward self regulated learning, (i) there was interaction effect between KWL and self-assessment toward reading competency, (j) there was interaction effect simultaneously between KWL and self-assessment toward self regulated learning and reading competency. Keywords: KWL, Reading Competency, Self-Assessment, Self Regulated Learning.

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The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

IAFOR Journal of Education ◽

10.22492/ije.9.6.03 ◽

2021 ◽

Vol 9 (6) ◽

pp. 51-69

Author(s):

Reem Alsaadi ◽

Adam Al Sultan

Keyword(s):

Academic Achievement ◽

Low Socioeconomic Status ◽

Control Group ◽

School Students ◽

Saudi Students ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

Quasi Experimental ◽

Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

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Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

Smart Learning Environments ◽

10.1186/s40561-021-00146-x ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Mücahit Öztürk ◽

Ünal Çakıroğlu

Keyword(s):

Foreign Language ◽

Learning Strategies ◽

Flipped Classroom ◽

Language Skills ◽

Control Group ◽

Test Results ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

Quasi Experimental

AbstractThis study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including self-regulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was found.

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Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

Journal of Educational and Social Research ◽

10.2478/jesr-2019-0064 ◽

2019 ◽

Vol 9 (4) ◽

pp. 149-156

Author(s):

Oyovwi Edarho Oghenevwede

Keyword(s):

Secondary Schools ◽

Learning Strategy ◽

Attitude Score ◽

Biology Teachers ◽

Biology Students ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

The Mean ◽

Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

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PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v8i2.6341 ◽

2019 ◽

Vol 8 (2) ◽

Author(s):

Tanti Jumaisyaroh Siregar

Keyword(s):

Problem Based Learning ◽

Mathematic Teacher ◽

Self Regulated Learning ◽

Regulated Learning ◽

Quasi Experimental ◽

Independent Variable ◽

Direct Learning ◽

The Difference ◽

And Control ◽

Learning Data

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.

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Effect of Self-Regulated Learning Strategy on students’ achievement in Basic Science in Makurdi Local Government, Benue State, Nigeria

African Journal of Teacher Education ◽

10.21083/ajote.v8i0.5073 ◽

2019 ◽

Vol 8 ◽

pp. 361-379

Author(s):

Christy Mbakohol Jirgba ◽

Joy Iember Bur

Keyword(s):

Local Government ◽

Science Teachers ◽

Basic Science ◽

Learning Strategy ◽

Local Government Area ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

The Mean ◽

Research Questions

This study examined the effects of self-regulated learning instructional strategy on students’ achievement in basic science among Upper Basic 2 in Makurdi Local Government Area of Benue State. The study employed non-equivalent group pre-test-post-test quasi experimental design. The population of the study was 638 upper basic school levels. The sample for this study was 128 students from six co-educational schools within Makurdi Local Government Area of Benue State. Two research questions and two hypotheses guided the study. The instrument used for data collection was Basic Science Achievement Test (BSAT) and was trial tested using Kuder-Richardson (K-R, 20) formula to determine the reliability coefficient of BSAT which was found to be 0.99. Descriptive statistics of means and standard deviation were used to answer all the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test all the hypotheses at 0.05 significant level. The results of the study showed that demonstration method enhanced students’ achievement in basic science better than self-regulated strategy. There is no significant difference between the mean achievement score of students taught basic science using self-regulated learning strategy and those taught using demonstration method. There was no significant difference between the mean achievement scores of male and female students taught basic science using self-regulate learning strategy. Basic science Teachers should not only use demonstration method to teach but also allow the student to actively participate in the learning. This can foster confidence in the students and enhance better achievement in basic science.

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