scholarly journals Challenges, Strategies, and Solutions of Teaching Bahasa Indonesia in Covid-19 Crises: Case in Khon Kaen University

2021 ◽  
Vol 3 (2) ◽  
pp. 142-152
Author(s):  
Haiyudi Haiyudi ◽  
Sitthipon Art-In
Keyword(s):  
Teaching And Learning ◽  
Literacy Learning ◽  
Learning Material ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Study Approach ◽  
Regulated Learning ◽  
Khon Kaen ◽  
And Behavior ◽  
Bahasa Indonesia

The purpose of this study is to identify the challenges experienced in teaching and learning Bahasa Indonesia for foreigners during covid-19 as well as to find out the strategies and solutions undertaken during online learning. The method in this research is descriptive qualitative using case study approach in Bahasa Indonesia course at Khon Kaen University. The subjects in this study were 3 teachers and 2 students of Bahasa Indonesia class. The finding shows some challenges of learning Bahasa Indonesia such as barriers in communication, the low ability of self-regulated learning owned by students, and the lack of control over the morals and behavior of students during distance learning. While, the solutions offered are still technology-based learning, making short videos as learning material to improve emotional relationships between students and teachers, reducing the level of difficulty and prioritize meaningful learning, and conducting multi-literacy learning. On the other hand, the techniques used are producing teachers' labs, conduct self-assessment as a reflection of self-regulated learning, and involving parents as substitutes for instructors in controlling values and morals. Self-regulated learning, as well as parental involvement, are extremely needed.

TEACHER MANAGEMENT OF SELF-REGULATED LEARNING THROUGH ePORTFOLIO

2021 ◽  
Vol 6 (1) ◽  
pp. 373-393
Author(s):  
Meerita Kunna Segaran ◽  
Zuwati Hasim
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Independent Learning ◽  
Learning Goals ◽  
Esl Writing ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Facilitative Role

Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio.   Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data collection methods consisted of observation, documents, and interview.  A total of one teacher and 16 of her students participated in this study. The data were analyzed thematically.   Findings: In using the ePortfolio, the teacher had managed to assist learners SRL development by employing several strategies. It was identified that the teacher used strategies such as setting the learning goals, sharing the criteria of success, questioning techniques, giving feedback, as well as allowing self-assessment activity to take place. These strategies were believed to promote the constructs of independent learning, autonomous learning, and assistance from a more capable peers particularly in learning ESL writing via ePortfolio.  Also, a shift in a teacher’s role from being authoritative in the classroom to a facilitative role is deemed necessary in developing SRL among ESL writing students.   Contributions: The results from this study offer new insights into pedagogical strategies that could be considered for promoting SRL in language teaching and learning. An outcome of this research could serve as a guide for teachers in planning their pedagogical approach and to decide on suitable strategies to be employed for different types of learners.  Also, the sharing of the teacher practices in this study would provide rooms for other researchers to further explore other possible strategies and ways for strengthening any weaknesses found in the practice.    Keywords: Self-regulated learning, ePortfolio, action research, autonomy, self-assessment.   Cite as: Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through ePortfolio.  Journal of Nusantara Studies, 6(1), 373-393. http://dx.doi.org/10.24200/jonus.vol6iss1pp373-393

Self-Regulated Learning and Achievement by Middle-School Children

1991 ◽  
Vol 69 (3) ◽  
pp. 979-989 ◽  
Author(s):  
Christopher A. Sink ◽  
Jerrold E. Barnett ◽  
Jon E. Hixon
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Self Assessment ◽  
Teachers Perceptions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Control Dimension ◽  
Affective Variables ◽  
And Performance

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

scholarly journals Meningkatkan hasil belajar dan kemandirian belajar peserta didik dengan menggunakan Android Studio (Increasing student’s learning result and self-regulated learning by using Android Studio)

2021 ◽  
Vol 1 (6) ◽  
pp. 579-588
Author(s):  
Livia Dinda Rochmawati ◽  
Madziatul Chuuriyah
Keyword(s):  
Research And Development ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Bahasa Indonesia ◽  
Learning By Using

Penggunaan media dalam kegiatan pembelajaran dapat membantu keterbatasan yang dimiliki guru/pendidik dalam menyampaikan materi yang ingin diajarkan, terutama untuk pelaksanaan kegiatan pembelajaran secara daring dari jarak jauh seperti saat ini. Salah satu sekolah yang menerapkan hal tersebut adalah SMK Negeri 1 Turen Kabupaten Malang. Tujuan dari penelitian ini untuk mengembangkan media pembelajaran berbasis Android Studio, mengetahui kelayakan media pembelajaran berbasis Android Studio, mengetahui perbedaan hasil belajar peserta didik, dan mengetahui perbedaan self regulated learning peserta didik pada mata pelajaran Korespondensi Bahasa Indonesia untuk kelas X yang mampu meningkatkan hasil belajar dan kemandirian belajar peserta didik. Metode penelitian dan pengembangan yang digunakan adalah Research and Development yang dicetuskan oleh Sugiyono dan terdiri dari 9 langkah, diantaranya adalah potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, uji coba pemakaian, dan produksi massal. Hasil akhir dari penelitian ini adalah meningkatnya hasil belajar dan kemandirian peserta didik dari kelas eksperimen dibandingkan dengan kelas kontrol.

The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School

2021 ◽  
Vol 17 (1) ◽  
pp. 91
Author(s):  
Laili Etika Rahmawati ◽  
Putri Octaviani ◽  
Hari Kusmanto ◽  
Yakub Nasucha ◽  
Miftakhul Huda
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
First Grade ◽  
School Curriculum ◽  
Senior High School ◽  
Learning Goals ◽  
Learning Material ◽  
Learning Materials ◽  
National Education ◽  
Bahasa Indonesia

It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a ‘Competency Map’ containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs.   Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.

scholarly journals The Relationship between Self Regulated Learning Participants in Competency Test With Competency Test Results for Indonesian Midwives in South Sulawesi for the period July-September 2020

2021 ◽  
Vol 8 (1) ◽  
pp. 28-33
Author(s):  
Zelna Yuni Andryani.A ◽  
Nurfaizah Alza
Keyword(s):  
Self Regulation ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Study Approach ◽  
South Sulawesi ◽  
A Value ◽  
Regulated Learning ◽  
The Relationship

Background: Self-regulation in learning (Self-regulated learning) is a concept about how a student becomes a regulator for his own learning. Self-regulation is a process in which a student activates and supports cognition, behavior, and feelings which are systematically oriented towards achieving a goal. Learning outcomes are determined by effort rather than level of intelligence. The effort in question is that students are able to organize themselves to learn independently. Purpose: : This study aims to determine the relationship between self-regulated learning and the Indonesian midwife competency test. Methods: The research design used analytical survey with cross sectional study approach using snow ball sampling technique with a sample size of 192 respondents. Results: The results showed that there was no relationship between Self Regulated Learning and the results of the Indonesian Midwives Competency Test with a value of p = 0.236 (> α value). The need for further research on other factors that affect the results of the Indonesian Midwives Competency Test.

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