Examining the Effect of Self-Regulation and Psychological Capital on the Students’ Academic Coping Strategies during the Covid-19 Pandemic

Sinring, Abdullah; Aryani, Farida; Umar, Nur Fadhilah

doi:10.29333/iji.2022.15227a

Cited by 14 publications

(11 citation statements)

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“…Therefore, these skills increase and show differences in students in the early and final semesters (Coll & Coll, 2018;Umar et al, 2022). In addition, in the aspects of leadership and social responsibility, students will experience an increase from the first semester to the final semester, this is due to the adaptation process, and project assignments carried out in groups to form student leadership, especially in learning (Germaine et al, 2016;Khlaisang & Songkram, 2019), leadership and social responsibility skills include skills in self-regulation and group regulation (Sinring et al, 2022). In addition, career awareness in early-level students will increase along with the addition of the semester to the final semester.…”

Section: Discussionmentioning

confidence: 99%

Different 21st Century Skills Among Z Generation in The Higher Education Based On The Level of Students, and Gender Difference

Latif

Umar

Yasdin

2022

j. of. sci. technol.

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Z Generation is a generation that is unique from the previous generation because it has technological capabilities and lives in an era of advanced technology. This uniqueness requires Z generation to have 21st-century skills to adapt to the demands of the industrial era 4.0. However, not all Z Generation have these skills and adaptability. Therefore, this study aims to describe and distinguish the skills of 21st-century students as seen from the level of lectures and gender differences. This type of research is descriptive quantitative research. The sample in this study amounted to 268 students from 9 faculties, namely Education, Language, Engineering, art, psychology, social science, sports, economics and science. This sample consisted of 130 women and 138 men. The measuring instrument in this study uses an adaptation of the 21st-century skill instrument, which consists of 4 aspects: 1) Information and technology literacy skills, 2) Entrepreneurship and innovation skills, 3) Social responsibility and leadership skills, and 4) career consciousness. Techniques of data analysis using descriptive statistical data analysis and ANOVA using JASP assistance. The results showed that there were differences in students' 21st-century skills based on semester level, and there were differences in students' 21st-century skills based on gender.

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Section: Discussionmentioning

confidence: 99%

Different 21st Century Skills Among Z Generation in The Higher Education Based On The Level of Students, and Gender Difference

Latif

Umar

Yasdin

2022

j. of. sci. technol.

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“…Similarly, suggesting that a self-directed learner should be ready to complete learning independently, Jossberger et al (2010) stated that for a learner to self-direct his own learning, he first needs to master the skill to self-regulate his own learning activities. This is because selfregulation provides students with ample scope for dealing with any complaints about learning difficulties as well as helping them develop effective strategies for solving academic coping strategies (Sinring et al, 2022). Garrison (1997) put forth three dimensions of SDL, which then became very popular: (1) self-management (task control); (2) self-monitoring (responsibility); and (3) motivation (desire for learning).…”

Section: Self-directed Learning (Sdl)mentioning

confidence: 99%

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Yaşar¹,

Atay²

2023

INT J INSTRUCTION

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In March 2020, the covid-19 pandemic outbreak forced universities in Turkey to move their educational activities onto online platforms. Massive Open Online Courses (MOOCs) thereupon have gained urgent attention from higher education institutions thanks to their capacity to make educational opportunities accessible to the masses. Similarly, an area of increasing importance recently has been the concept of self-directed learning (SDL) for online learners. The purpose of this study is to find out student teachers' readiness for MOOCs and their learner autonomy development in a MOOC learning environment based on the theoretical models of SDL. Thus, to expand the capacity for teacher professional autonomy, the present research has focused more on autonomy in distance learning. The study is likely to offer valuable insights into the views of teacher educators on being in a better position to assess the concept of learner autonomy in MOOCs for post-covid educational practices.

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“…Hal ini agar siswa memperoleh kegiatan rutin yang baru serta sikap positif yang sejalan dengan kebutuhan. Berdasarkan hal tersebut diperoleh simpulan bahwa kebiasaan belajar adalah kiat belajar secara repetitif yang dilakukan seorang pebelajar yang menjadikan kiat tersebut sebagai karakter belajarnya [6].…”

Section: Pendahuluanunclassified

Pengaruh Kebiasaan Belajar dan Kemandirian Belajar Terhadap Hasil Belajar Matematika Siswa Kelas XII SMAN 11 Pinrang

Bahar

Juhrianto²

2022

JNP

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Penelitian ini betujuan untuk mengetahui gambaran dan pengaruh kebiasaan belajar, kemandirian belajar, dan hasil belajar matematika siswa kelas XII SMAN 11 Pinrang penelitian ex post facto dengan pendekatan kuantitatif dengan tujuan untuk memperoleh gambaran kebiasaan belajar, kemandirian belajar, dan hasil belajar matematika siswa kelas XII SMAN 11 Pinrang serta pengaruh kebiasaan belajar dan kemandirian belajar secara bersama-sama terhadap hasil belajar matematika. Populasi dalam penelitian adalah semua kelas XII sebanyak 96 orang dengan sampel 50 orang yang dipilih secara proporsional sample. Instrumen penelitian ini adalah angket kebiasaan belajar, angket kemandirian belajar, serta tes hasil belajar matematika. Hasil penelitian menunjukkan bahwa: (1) kategori kebiasaan belajar dan kemandirian belajar siswa kelas XII SMAN 11 Pinrang adalah baik dengan hasil belajar matematika berada pada kriteria sedang; (2) secara bersama-sama kebiasaan belajar dan kemandirian belajar mempunyai pengaruh terhadap hasil belajar matematika siswa dimana koefisien determinasinya R2 = 0,397 yang berarti bahwa hasil belajar matematika dapat dijelaskan secara bersama oleh kebiasaan belajar dan kemadirian belajar sekitar 39,7 %; (3) kebiasaan belajar memberikan pengaruh yang positif terhadap hasil belajar matematika siswa dengan kontribusi sebesar 7,43%; (4) kemandirian belajar berpengaruh positif terhadap hasil belajar matematika siswa dengan kontribusi sebesar 32,24%.

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Examining the Effect of Self-Regulation and Psychological Capital on the Students’ Academic Coping Strategies during the Covid-19 Pandemic

Cited by 14 publications

References 0 publications

Different 21st Century Skills Among Z Generation in The Higher Education Based On The Level of Students, and Gender Difference

Different 21st Century Skills Among Z Generation in The Higher Education Based On The Level of Students, and Gender Difference

Evaluating Learner Autonomy during the Covid‐19: An Examination of Student Teachers’ Self-Directed Learning Readiness for MOOCs

Pengaruh Kebiasaan Belajar dan Kemandirian Belajar Terhadap Hasil Belajar Matematika Siswa Kelas XII SMAN 11 Pinrang

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