Students' Perspectives towards Self-Directed Learning out of Classroom

Abstract

-One of the critical issues inIndonesia is the tendency of the students to depend very much on their teachers and act passively in the classroom. Meanwhile, in this digital era, students who only depend on the teacher in the class would likely to be left behind and make slower progress on their learning achievement. Due to the limited amount of time in class, the learners are encouraged to be responsible for their own learning and learning independently beyond the classroom called as selfdirected learning. Despite the importance of this aspect, high school students' perspectives toward selfdirected learning, especially in Indonesia, are not clearly explored yet. Therefore, the descriptive qualitative research analysis adapted Knowles's theory (1975) about Self-directed learning (SDL) to analyze the data. The findings show that the students have difficulties in choosing appropriate learning strategy, doing self-assessment and conducting selfreflection. Therefore, this study supports the teacher to promote self-directed learning instruction for successful learning. Furthermore, it is supposed to be a beneficial reference to give new insights on the selfdirected learning practice in Indonesian context.

Teacher’s Perception of Self-Directed Learning and EFL Students’ Learning Autonomy during COVID-19 Pandemic

“…The teacher did not give students tasks; therefore, there was no feedback at the end of the activity. This activity does not reflect the practice of self-directed learning (Humaira & Hurriyah, 2018;Sert & Boynueğri, 2017). The last phase of the learning process must engage the students in reflection of learning, engage their prior knowledge, and draw the connection of what they learn inside and outside of the school (Hill et al, 2020;Zhu et al, 2020).…”

“…They learn by their responsibility with guidance from the teacher or instructor. Self-directed learning is also known as self-planned learning or independent learning, which is a process where learners take their own responsibility (Hanik, 2020;Humaira & Hurriyah, 2018). Self-Directed learning also affects the critical thinking of the students, and it influences the other aspects of education (Sert & Boynueğri, 2017).…”

Self-Directed Learning in Efl During Covid-19 Pandemic: An Analysis of Teacher’s Perceptions and Students’ Learning Autonomy

“…Those feedbacks were useful to improve the students' motivation in doing the next assignments. According to Humaira and Hurriyah (2018), giving feedback is important for students' self-reflection about the assignment that has been done by the students, and in this observation, the teacher only giving some magic words that make it the students difficult to make self-reflection to their work.…”

“…There are several skills that should be mastered by the students usually called 4C which are collaboration, communication, creativity, and critical thinking (Yu & Wan Mohammad, 2019). The study was conducted by Humaira and Hurriyah (2018) has showed by applying real self-directed learning in the learning process, the students have high motivation and confidence in the learning because most of the students could be considered as having moderate self-direction. The next study was conducted by Salleh et al (2019) has showed that self-directed learning has a good impact on the learning process, especially for life-long learning.…”

Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

“…Several studies have been conducted to add insight into SDL. Studies conducted to explore students' perspectives on SDL outside the classroom found that most students can be considered to have moderate self-direction Humaira and Hurriyah (2018). However, they experienced some difficulties in determining appropriate learning strategies, evaluating learning, and doing self-reflection.…”