Self-Regulated E-Learning and Social Attitudes for Achieving Creative Thinking of Students in Learning Physics in High School

Abstract

This study aims at analyzing the differences effect of self-regulated e-learning (SReL) and direct e-learning (DeL) on creative thinking (CT) viewed from students' social attitudes (SA). Students' SA are divided into high SA (HSA) and low SA (LSA). The population was 5 classes (168 people) of class X MIPA SMAN 1 Kubutambahan Buleleng Bali at the 2019/2020 academic year. The sample was 4 classes (128 students, or 76.2% of the population) which were selected using a random assignment technique. Furthermore, 2 classes were determined as the SReL group and 2 classes as the DeL group. Data of CT and SA were collected by an essay test and a questionnaire respectively. Data were analyzed by two-way Anacova and test of hypothesis used a significance level of 5%. The research results showed 1) There is a difference effect between SReL and DeL on CT. The CT of students learning using the SReL model was significantly higher than those studying with the DeL model. 2) There is a difference effect between HSA and LSA on CT. Students who have HSA achieve higher CT than those who have LSA. There is no interactive effect between learning models and students' SA towards CT.