scholarly journals Effects of Using Media of Chemondro and Video Conference on Teaching Learning towards Students’ Self-Efficacy and Students’ Self-Regulated Learning on the Subject of Hydrocarbon

2018 ◽  
Vol 5 (1) ◽  
pp. 1-8
Author(s):  
Nur Fitriyana ◽  
Jaslin Ikhsan ◽  
Antuni Wiyarsi ◽  
K. H. Sugiyarto
Keyword(s):  
Self Efficacy ◽  
Video Conference ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Teaching Learning

scholarly journals The Effect of Media of Chemondro and Hybrid of Video Conference on Teaching Learning towards Students’ Self-efficacy and Students’ Achievement on the Subject of Solubility and Solubility Product

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Nira Listyawati ◽  
Jaslin Ikhsan ◽  
Kristian Handoyo Sugiyarto ◽  
Antuni Wiyarsi
Keyword(s):  
Self Efficacy ◽  
Solubility Product ◽  
Sampling Technique ◽  
Hybrid Learning ◽  
Control Group ◽  
Video Conference ◽  
Control Group Design ◽  
Significant Difference ◽  
The Subject ◽  
Teaching Learning

This research was conducted to analyze the effect of using the media of chemondro and hybrid video conferences in the teaching-learning toward students’ self-efficacy and students’ achievement on the subject of solubility and solubility product. The instruments of this research are the questionnaire and solubility and solubility product test. Thus, the research was set as quasi-experiment research using post-test only and non-equivalent control group design. By purposive sampling technique, the samples from 6 classes composed of 2 public senior high schools were selected. The classes were divided into 2 of hybrid learning with video conference and chemondro game (A), 2 classes of hybrid learning with video conference (B), and 2 classes of chemondro game (C). The corresponding data were collected on the basis of a self-efficacy learning questionnaire and a multiple-choice posttest of students' achievement in the subject of solubility and solubility product. The data were then tested by Manova. The results show that there was a significant difference in students’ self-efficacy and students’ chemistry cognitive achievement among the three classes, A, B, and C.

scholarly journals Hubungan Self Efficacy dan Dukungan Sosial Teman Sebaya Dengan Self Regulated Learning Pada Mahasiswa Universitas Potensi Utama Medan

2020 ◽  
Vol 2 (1) ◽  
pp. 26-33
Author(s):  
Oktariani Oktariani ◽  
Abdul Munir ◽  
Azhar Aziz
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Self Regulated Learning ◽  
Peer Social Support ◽  
Learning Conditions ◽  
Regulated Learning ◽  
The Subject ◽  
The Relationship

This study aims to examine the relationship between Self Efficacy and peer social support with Self Regulated Learning at Potensi Utama University students. Where the subject of research is a student of Potensi Utama University with a sample of 131 students. Sampling through simple random sampling technique. Data collection is done by using Likert scale which consists of three scale that is Self Efficacy scale, Social Peer Support scale and Self Regulated Learning scale. Data analysis method used is Multiple Regression Analysis. The results obtained that there is a positive relationship between Self Efficacy and social support peers with Self Regulated Learning students of Potensi Utama University. With the value F = 9.511 and the value p = 0.000. Self Efficacy contributes to Self Regulated Learning of 9.3%. Friends' social support contributes to Self Regulated Learning of 7.3%. Self Efficacy and peer social support to Self Regulated Learning as much as 12.9% this means there are still 87.1% other factors that can affect Self Regulated Learning. From these results it is expected for the Potensi Utama University Medan to improve students' ability in managing Self Efficacy in a better direction, build a conducive atmosphere that leads to peer social support, and create learning conditions that lead students to learn independently.

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.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

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.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

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