Deskripsi Kemandirian Siswa dalam Pembelajaran Daring Pada Masa Pandemi Covid

Zahro, Indah Fajrotuz; Amalia, Rizky; sugito,

doi:10.53915/jurnalkeislamandanpendidikan.v12i1.50

Cited by 7 publications

(8 citation statements)

References 2 publications

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“…Learning habits and less supportive technology are factors that cause low independence. (Indah Fajrotuz Zahro et al, 2021) This is supported by a study conducted by (Rahardjo & Pertiwi, 2020) (Ambiyar, Aziz, & Melisa, 2020) which states that changes in the learning system that occur during this new normal have an impact on the motivation and learning independence of students.…”

Section: Introductionmentioning

confidence: 85%

“…(Putra Sanjaya, 2021) However, the Covid-19 Epidemic has resulted in modifications in the implementation of education in Indonesia, so it requires additional steps to keep the learning process in the school environment running. (Indah Fajrotuz Zahro et al, 2021) According to statistics collected from the Covid-19 Handling Task Force, as of June 22, 2021, 2,018,113 people in Indonesia have tested positive for 1,810,136 patients have been declared cured, and 55,291 people have died. Meanwhile, the West Java Province Covid-19 Monitoring and Coordination Center reported 347,287 patients exposed to Covid19 until June 22, 2021, with a total of 312,448 recovered patipatient, 30,202 patients still being treated, and 4,637 people died.…”

Section: Introductionmentioning

confidence: 99%

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Exploration of Student Saturation and Learning Independence Online Learning in Elementary Schools

Wulandary

Riyadi

Mahfud

2023

AIJP

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Learning independently can decrease for students during the Covid-19 pandemic if students experience saturation in learning so that they are lazy to do the tasks given. This research uses a qualitative approach with a type of case study. The research, placed in Banjar sari Surakarta, used respondents totaling 27 upper-class students from grades 4-6 and 5 interviews with teachers. Data were collected through interviews and direct observation with respondents. Overall, the level of saturation and independence of students is at an alarming level; this is because students often experience fatigue and boredom, so they are reluctant to do learning and learning tasks independently (such as many students complain of headaches, dizziness, nausea, fatigue, sore eyes, difficulty sleeping, no appetite, tiredness, irritated eyes, lack of rest, and uncomfortable back sitting in front of a smartphone or laptops are too long and the shift from face-to-face to online learning habits cause learners to become bored and confused, thereby reducing their absorption).

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Section: Introductionmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Exploration of Student Saturation and Learning Independence Online Learning in Elementary Schools

Wulandary

Riyadi

Mahfud

2023

AIJP

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“…There have been many studies that reveal the Self-Regulated Learning of each student (Ambiyar et al, 2020;Firdaus et al, 2021;Handayani & Ariyanti, 2020;Hidayat et al, 2020;Makur et al, 2021;Zahro et al, 2021). Ambiyar in his research found that there was no difference in Self-Regulated Learning from 1 class which was divided into 2 groups.…”

Section: A Introductionmentioning

confidence: 97%

Self-Regulated Learning During the Covid-19 Pandemic

2021

JME (Journal of Mathematics Education)

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Along with the change in learning modes during the pandemic, which was originally face-to-face directly to online learning, where teacher control is decreasing, Self-Regulated Learning is a very important variable for students to have so that students can still learn even without teacher supervision. The purpose of this study was to describe the Self-Regulated Learning of 20 students who took the Learning and Learning course in the even semester of 2020/2021 FY. The method used in this research is that after participating in online learning through WhatsApp, Google Classroom, and Google Meet, at the end of the semester students are given a Self-Regulated Learning questionnaire through Google Forms and interviews. The research data were analyzed by descriptive statistical analysis. The results of the study found that the score of Self-Regulated Learning was 88.28% from what was expected, there were 85% of students in the very good category, and 15% in the sufficient category. The highest indicator is self-control at 91.25%. While the indicator score of the lowest Self-Regulated Learning is self-confidence of 83.75%. The conclusion of this research is that students' Self-Regulated Learning is already in the very good category but has not yet reached the highest score and there are still students in the fairly good category, so that it can still be increased to close to the expected 100%.

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“…Research conducted on student groups at high risk of lacking independence in learning reveals that they struggle with managing their academic workload, fail to engage in study discussions with peers, and frequently engage in procrastination (Eberle, 2021). Indicators of low independence are demonstrated through behaviors that rely on others for direction, seek guidance from others, and depend on external help to solve problems (Zahro et al, 2021). Lack of independence is associated with reduced engagement, motivation, and poor academic achievement (Pattal et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Motivational Interviewing: Techniques for Increasing Student Academic Independence in Thesis Completion

Utami,

Rosyidah,

Sari

2023

CIJGC

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Insufficient independence leads to reduced encouragement and individual drive when it comes to accomplishing goals and resolving issues. This is particularly crucial for students who bear the sole responsibility of completing their thesis. Hence, they must possess the autonomy to tackle and solve it. The objective of this study was to examine the efficacy of motivational interviewing as a technique to enhance academic independence among final-semester students who are working on their thesis. The research employed an experimental approach, utilizing a design known as non-equivalent control group design. The participants of the study consisted of both an experimental group (N=7) and a control group (N=7). The intervention involved five group counselling sessions. The results of the hypothesis test, conducted using the Mann Whitney U test, revealed that the Asymp.sig (2-tailed) value was 0.002, which is less than 0.05. Therefore, it can be concluded that the motivational interviewing technique effectively enhances academic independence. Furthermore, the findings indicate that the increase in independence is accompanied by the emergence of intrinsic motivation, which serves as the primary driving force for students to complete their thesis.

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Deskripsi Kemandirian Siswa dalam Pembelajaran Daring Pada Masa Pandemi Covid

Cited by 7 publications

References 2 publications

Exploration of Student Saturation and Learning Independence Online Learning in Elementary Schools

Exploration of Student Saturation and Learning Independence Online Learning in Elementary Schools

Self-Regulated Learning During the Covid-19 Pandemic

Motivational Interviewing: Techniques for Increasing Student Academic Independence in Thesis Completion

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