Eksplorasi keterampilan self-directed learning (SDL) siswa SMA: a descriptive research study

Abstract

Information, knowledge, and skills needs are never static, always changing and evolving. Thus, students are required to master the capability as a lifelong learners of self-directed learning skills (SDL). The purpose of this study is to describe the level of students' SDL skills, the factors that are related and affect the skills of SDL high school students majoring in MIPA. Descriptive research carried out refers to the steps of research Loeb et al. The research step is carried out only until the fifth stage, namely: (1) identifying a phenomenon; (2) consider features of the most prominent phenomena; (3) identifying the construction or preparing the research plan; (4) determine the observable patterns in the data; and (5) communicate patterns in the data describing the reality of phenomena. The results showed that the student's SDL skills were categorized with a tendency at moderate to upper levels. The lowest SDL student skill score was 53 out of a total score 220. Awareness factors, learning strategies, and evaluations are strongly correlated with SDL skills. While the factors of learning and interpersonal skills are highly correlated with the SDL skills. Outside learning factors such as grade, school, gender, and age levels have an effect of 4.3% on SDL skills. The results of this study can be used as a reference of teachers and researchers who need information about the student's SDL skills and related factors.
 
 Abstrak: Informasi, pengetahuan, dan kebutuhan terhadap keterampilan tidak pernah bersifat statis, selalu mengalami perubahan dan perkembangan.Dengan demikian, siswa dituntut untuk menguasai kapabilitas sebagai pembelajar seumur hidup yaitu keterampilanself-directed learning (SDL).Tujuan penelitian ini adalahmendeskripsikan tingkat keterampilan SDL siswa serta faktor-faktor yang berhubungan dan berpengaruh terhadap keterampilan SDL siswa SMA jurusan MIPA.Penelitian deskriptif yang dilaksanakan mengacu pada langkah-langkah penelitian Loeb dkk. Langkah penelitian hanya dilaksanakan hingga pada tahap lima, yaitu: (1) mengidentifikasi suatu fenomena; (2) mempertimbangkan fitur dari fenomena yang paling menonjol; (3) mengidentifikasi konstruksi atau menyusun perencanaan penelitian; (4) menentukan pola yang dapat diamati dalam data; dan (5) mengkomunikasikan pola dalam data yang menggambarkan realitas fenomena.Hasil penelitian menunjukkan bahwa keterampilan SDL siswa tergolong beragam dengan kecenderungan pada tingkat moderat ke atas.Skor keterampilan SDL siswa terendah adalah 53 dari skor total 220. Faktor kesadaran, strategi belajar, dan evaluasi berkorelasi kuat dengan keterampilan SDL.Sedangkan faktor kegiatan belajar dan kemampuan interpersonal berkorelasi sangat kuat dengan keterampilan SDL.Faktor di luar belajar seperti tingkat kelas, sekolah, jenis kelamin, dan usia berpengaruh sebesar 4.3% terhadap keterampilan SDL.Hasil penelitian ini dapat digunakan sebagai referensi guru maupun peneliti yang membutuhkan informasi mengenai keterampilan SDL siswa dan faktor-faktor terkait.

The iSpring learning media integrated with the KWL learning model: Impact on Students' self-directed learning in momentum and impulse

“…Furthermore, the Know, Want, and Learned phases of the KWL learning model can assist students in task analysis, selfjudgment, and self-reaction (Agustin & Rahayu, 2021;Jazeel et al, 2020). The KWL learning model also assists students in sorting, selecting, assimilating, and synthesizing information, planning, identifying, applying, and evaluating the learning process that requires them to learn independently (Kleden, 2015;Sulasiwi et al, 2019). The difference in results between students who used the KWL learning model and those who only received the material is related to the self-assessment built with this learning model, which emphasized students' active participation in their studies (Widiartini & Sudirtha, 2019).…”