Applying Self-Regulated Learning Intervention to Enhance Students’ Learning: A Quasi-Experimental Approach

Suhandoko, Astri Dwi Jayanti; Hsu, Chi-Sui

doi:10.29333/iji.2020.13344a

Cited by 9 publications

(10 citation statements)

References 32 publications

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“…Strengthening is done to see the causal relationship between the goals and the results obtained, in order to prepare the next strategy. SRL strategy is more effectively used in achieving better academic achievement (Suhandoko & Hsu, 2020). All students reported that setting goals was important.…”

Section: Reinforcingmentioning

confidence: 93%

Self-regulated in a Blended Learning: Case Study On Educational Doctoral candidates

et al. 2021

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This study investigates the use of self-regulated in blended learning by students in doctoral education courses to complete advanced statistics lectures. Self-regulated in blended learning is described in four phases according to Zimmerman, namely planning, monitoring, evaluation, and reinforcing. The participants consisted of five students from 5 different disciplines, and were willing to share their learning experiences. Research data obtained by interview method and analyzed qualitatively. Validation uses two strategies, namely member checking and peer debriefing. Member checking is done after the data is formulated into themes, then the researcher will bring it back to the participants to find out their accuracy. Peer debriefing was conducted by colleagues to review and ask critical questions about this research. Colleagues have at least a doctoral degree. The results show that planning for the completion of student assignments begins with (1) setting goals and planning strategies with (a) planning time for completing assignments; (b) Cooperation with peers online and off-line; and (c) planning for technical issues; (2) Regularly calculate their scores every week after being given feedback on the results of the lecturer's assessment, and save the feedback results from completed assignments; (3) using assignment assessment rubrics, using lecturer feedback, and grades, to measure progress in lectures; (4) the strategies they have designed and implemented have succeeded in making success in doing the task.

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Section: Reinforcingmentioning

confidence: 93%

Self-regulated in a Blended Learning: Case Study On Educational Doctoral candidates

et al. 2021

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“…ej., Pintrich, 2004;Tosuncuoglu, 2019); b) factores educacionales que influyen sobre el constructo (p. ej., Ramdass & Zimmerman, 2011;Suhandoko & Hsu, 2020); implicaciones del AAR sobre la calidad del aprendizaje y el rendimiento académico (p. ej., Shing & Rameli, 2020).…”

Section: Quinquenio N° De Documentosunclassified

Caracterización Y Diferenciación Del Aprendizaje Autorregulado. Visión Compleja Desde Una Cartografía Conceptual, Parte Ii

Arellano

2022

PARADIGMA

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En las últimas décadas, el aprendizaje autorregulado (AAR) ha sido un creciente y fructífero campo de investigación de la psicología educativa. Sobre el mismo se ha formulado y puesto a prueba una variedad de modelos, con aspectos comunes y complementarios. No obstante, la complejidad del constructo no está aún exhaustivamente integrada en ninguno modelo. Con la finalidad de contribuir con dicha integración, se realiza una investigación orientada a analizar las dimensiones teóricas, contextuales y metodológicas del AAR, tal como este constructo ha sido abordado en la literatura especializada. Mediante el método de la cartografía conceptual, se realizó un análisis cualitativo de contenido de documentos académicos de actualidad y relevancia. En este artículo se presentan y discuten los resultados del análisis en dos de los nueve ejes de dicho método: caracterización y diferenciación. Los resultados llevan a identificar doce características clave del AAR y determinar las diferencias entre dicho constructo y un conjunto de otros conceptos semánticamente cercanos. Se concluye que el estudio del AAR ha tenido una evolución que, con sustento empírico, lo coloca hoy bajo un enfoque diferenciado y complejo en crecimiento, con implicaciones tanto teóricas como metodológicas.

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“…Penggunaan instrumen penilaian diri juga dapat membekali mahasiswa memiliki tanggungjawab untuk menilai dan mengevaluasi hasil belajarnya sendiri sehingga diharapkan akan menumbuhkan kemandirian dan membangun keterampilan dalam hal penilaian dan evaluasi. Hal ini sesuai dengan pernyataan bahwa instrumen penilaian diri dapat secara sederhana untuk mengetahui persepsi diri mahasiswa tentang pencapaian suatu kompetensi pada pembelajaran dengan cara pengembangan kognisi akademik, motivasi akademik dan perilaku akademik (Fung et al, 2019;Ingersoll et al, 2012;Suhandoko & Hsu, 2020).…”

Section: Pembahasanunclassified

“…Penggunaan instrumen penilaian diri akan lebih bermakna apabila dikaitkan dengan self-regulated learning. Selfregulated learning merupakan keterlibatan proses seorang peserta didik untuk berpartisipasi aktif dalam belajar secara metakognisi, motivasi, maupun perilaku, sehingga peserta didik dapat mengendalikan pikiran, perilaku, dan emosinya untuk mencapai kesuksesan dalam belajar (Fung et al, 2019;Kreber et al, 2005;Lee, 2008;Suhandoko & Hsu, 2020;Zimmerman, 2010). Penerapan self-regulated learning ini ditujukan untuk mengaktifkan mahasiswa dalam menguasai keterampilan menilai dan mengevaluasi diri sendiri sehingga tercapai perubahan kemandirian.…”

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Instrumen Self-Asessment Berbasis Self-Regulated Learning untuk Penilaian Keterampilan Dasar Mengajar Mahasiswa

Cahyanto

Afifulloh

2021

Jur.Pend.Teo.Pen.Peng.

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Abstract: Self-assessment has a strategic role to identify student achievement and learning development independently. This study aims to develop a self-assessment instrument based on self-regulated learning for the Basic Teaching Skills course through the Borg & Gall R&D model which has been adapted according to the needs of this study. The research data were collected using a questionnaire technique and field notes for expert validation and user testing which were analyzed using quantitative and qualitative descriptive techniques. This self-assessment instrument based on self-regulated learning was developed by considering the results of the needs analysis that had been done previously. The results of the development of the instrument show that the self-assessment instrument based on self-regulated learning has been tested by an assessment expert for the Basic Teaching Skills course. Based on the results of the test of validity, reliability, and expert test, it shows that the instrument has had very decent qualifications. In addition, the results of the user test show that the product is very feasible to be used as an assessment instrument for learning in the Basic Teaching Skills course. From the test results, it is found that according to the user (student) this self-assessment instrument based on self-regulated learning is very useful for knowing learning achievement, especially in teaching practice. In addition, this self-assessment instrument can also help students find out the problems of learning independently.Abstrak: Self-asessment memiliki peran strategis untuk mengidentifikasi prestasi dan perkembangan belajar mahasiswa secara mandiri. Penelitian ini bertujuan untuk mengembangkan instrumen self-asessment berbasis self-regulated learning untuk matakuliah Keterampilan Dasar Mengajar melalui model R&D Borg & Gall yang telah diadaptasi sesuai kebutuhan pada penelitian ini. Data hasil penelitian dikumpulkan dengan teknik kuisioner dan catatan lapangan untuk validasi ahli dan uji pengguna yang dianalisis dengan teknik deskriptif kuantitatif dan deskriptif kualitatif. Instrumen self-asessment berbasis self-regulated learning ini dikembangkan dengan mempertimbangkan hasil analisis kebutuhan yang telah dilakukan sebelumnya. Hasil pengembangan instrumen menunjukkan bahwa instrumen self-asessment berbasis self-regulated learning telah teruji dari ahli penilaian untuk matakuliah Keterampilan Dasar Mengajar. Berdasarkan hasil uji validitas, reliabilitas, dan uji ahli menunjukkan bahwa instrumen telah memiliki kualifikasi sangat layak. Selain itu, hasil uji penguna menunjukkan bahwa produk sangat layak untuk digunakan sebagai instrumen penilaian untuk pembelajaran pada matakuliah Keterampilan Dasar Mengajar. Dari hasil uji coba diperoleh hasil bahwa menurut pengguna instrumen self-asessment berbasis self-regulated learning ini sangat bermanfaat untuk mengetahui pencapaian belajar khususnya pada praktik mengajar. Selain itu, melalui instrumen self-asessment ini juga dapat membantu mahasiswa mengetahui permasalahan belajar secara mandiri.

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Applying Self-Regulated Learning Intervention to Enhance Students’ Learning: A Quasi-Experimental Approach

Cited by 9 publications

References 32 publications

Self-regulated in a Blended Learning: Case Study On Educational Doctoral candidates

Self-regulated in a Blended Learning: Case Study On Educational Doctoral candidates

Caracterización Y Diferenciación Del Aprendizaje Autorregulado. Visión Compleja Desde Una Cartografía Conceptual, Parte Ii

Instrumen Self-Asessment Berbasis Self-Regulated Learning untuk Penilaian Keterampilan Dasar Mengajar Mahasiswa

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