The Level of Self-Regulated Learning and Self-Awareness in Science Learning in the Covid-19 Pandemic Era
Abstract
The study aims to measure/determine the level of self-regulated and self-awareness in the science learning process, analyze students' self-regulated and self-awareness in science learning in the era of the Covid-19 pandemic. The design of this study was a modified experimental pre-test post-test control group design. This research was conducted from March to July 2020, with 200 research subjects divided into four classes. The research instrument consisted of questionnaires and test questions in the online form. The data obtained were analyzed using an analysis of scores and averages of the questionnaire filled out online. The subjects of this study were students who took science classes with a total of 200 students in the Elementary School Teacher Education, Faculty of Education, Universitas PGRI Yogyakarta. The results showed that the learning process of science could take place online using the Zoom application, Google Classroom, UPY e-learning, and WhatsApp group. Based on the analysis results, it is known that the average score of Self-Regulated Learning is 74.59 (good), the average score for Self-Awareness is 75.75 (good), and the average learning achievement is 74.59 (good). It can be concluded that this online science learning takes place to the maximum, has a value of usefulness that is seen from the average of independent learning numbers, self-awareness number, and student achievement, which are in good categories.
Keywords
Full Text:
PDFReferences
Akkara, S., Anumula, V., & Mallampalli, M. (2020). Impact of WhatsApp Interaction on Improving L2 Speaking Skills. International Journal of Emerging Technologies in Learning (iJET), 15(3), 250-259.
Alam, G. M., Forhad, A. R., & Ismail, I. A. (2020). Can education as an ‘International Commodity’be the backbone or cane of a nation in the era of fourth industrial revolution?-A Comparative study. Technological Forecasting and Social Change, 159, 120184.
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.
Amyani, E. S., Ansori, I., & Irawati, S. (2018). Penerapan Model Discovery Learning Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 2(1), 15–20.
Annamalai, N. (2019). Using WhatsApp to extend learning in a blended classroom environment. Teaching English with Technology, 19(1), 3–20.
Anthony, E. (2019). (Blended) Learning: How Traditional Best Teaching Practices Impact Blended Elementary Classrooms. Journal of Online Learning Research, 5(1), 25–48.
Caceres, N., Romero, L. M., & Benitez, F. G. (2020). Exploring strengths and weaknesses of mobility inference from mobile phone data vs. travel surveys. Transportmetrica A: Transport Science, 16(3), 574-601.
Castine, B. R., Albein-Urios, N., Lozano-Rojas, O., Martinez-Gonzalez, J. M., Hohwy, J., & Verdejo-Garcia, A. (2019). Self-awareness deficits associated with lower treatment motivation in cocaine addiction. The American journal of drug and alcohol abuse, 45(1), 108-114.
Cayvaz, A., Akcay, H., & Kapici, H. O. (2020). Comparison of Simulation-Based and Textbook-Based Instructions on Middle School Students’ Achievement, Inquiry Skills and Attitudes. Nternational Journal of Education in Mathematics, Science and Technology, 8(1), 34–43.
Chan, T. J., Yong, W. K., & Harmizi, A. (2020). Usage of WhatsApp and Interpersonal Communication Skills among Private University Students. Journal of Arts & Social Sciences, 3(2), 15-25.
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education.
DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 1-22.
Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104-113.
Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135, 138-159.
Fischer, G., Lundin, J., & Lindberg, J. O. J. (2020). Rethinking and reinventing learning, education and collaboration in the digital age—from creating technologies to transforming cultures. The International Journal of Information and Learning Technology.
Fitrah, M. (2018). Metodologi penelitian: penelitian kualitatif, tindakan kelas & studi kasus. CV Jejak (Jejak Publisher).
Ge, Y., Xin, S., Luan, D., Zou, Z., Bai, X., Liu, M., & Gao, Q. (2020). Independent and combined associations between screen time and physical activity and perceived stress among college students. Addictive Behaviors, 103, 106224.
Hoxmeier, J., & Lenk, M. M. (2020). Service-learning in information systems courses: Community projects that make a difference. Journal of Information Systems Education, 14(1), 10.
Huang, Z. (2019). “Put yourself in their shoesâ€: A qualitative exploration of perceptions of effective translation teaching in universities. Translation and Interpreting, 11(1), 114–129.
Ibnu, Y., & Setiawan, S. (2020). Penetapan Karantina Wilayah Menurut Pandangan Legal Positivisme Dalam Rangka Pencegahan dan Pemberantasan Pandemi Coronavirus Disease ( Covid-19 ). 1–16.
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners' self-regulated learning in Massive Open Online Courses. Computers & Education, 146, 103771.
Khalil, H. A. B. (2019). Using Whats App for Developing Collaborative Writing among English Majors at MUST. Journal of Research in Curriculum Instruction and Educational Technology, 3(3), 137-154.
Kirkpatrick, A. J., Cantrell, M. A., & Smeltzer, S. C. (2019). Relationships among nursing student palliative care knowledge, experience, self-awareness, and performance: An end-of-life simulation study. Nurse Education Today, 73, 23–30.
Korkmaz, G., & Toraman, Ç. (2020). Are We Ready for the Post-COVID-19 Educational Practice? An Investigation into What Educators Think as to Online Learning. International Journal of Technology in Education and Science, 4(4), 293–309.
Kremer, K. P., Huang, J., Vaughn, M. G., & Maynard, B. R. (2019). College expectations of eighth grade students: The role of learning approaches and parent influences. Children and Youth Services Review, 104, 104396.
Krist, C., Schwarz, C. V., & Reiser, B. J. (2019). Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning. Journal of the Learning Sciences, 28(2), 160–205.
Larrabee Sønderlund, A., Hughes, E., & Smith, J. (2019). The efficacy of learning analytics interventions in higher education: A systematic review. British Journal of Educational Technology, 50(5), 2594–2618.
Lenkaitis, C. A. (2020). Teacher candidate reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange. Teaching and Teacher Education, 92, 103041.
Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 43–55.
Mahy, P. (2020). COVID-19 and Labour Law: Indonesia. Italian Labour Law e-Journal, 13(1S).
Manganello, F., Falsetti, C., & Leo, T. (2019). Self-regulated learning for web-enhanced control engineering education. Journal of Educational Technology & Society, 22(1), 44-58.
Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning Journal, 23(1), 184–205.
Mohanty, M., & Yaqub, W. (2020). Towards Seamless Authentication for Zoom-Based Online Teaching and Meeting. arXiv preprint arXiv:2005.10553.
Mora, H., Signes-Pont, M. T., Fuster-Guilló, A., & Pertegal-Felices, M. L. (2020). collaborative working model for enhancing the learning process engineering students. Computers in Human Behavior, 103 , 140-150.
Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52-62.
Pratama, H., Azman, M. N. A., Kassymova, G. K., & Duisenbayeva, S. S. (2020). The Trend in Using Online Meeting Applications for Learning During the Period of Pandemic COVID-19: A Literature Review. Journal of Innovation in Educational and Cultural Research, 1(2), 58-68.
Purnama, A. S., Mursidi, A., & Trisnawati, K. A. (2019). Behavioral Counseling Effectiveness Behavior Contract Technique to Decrease Behavior Academic Procrastination of Students. International Journal for Educational and Vocational Studies, 1(7), 760-764.
Qamar, K., Riyadi, S., & Wulandari, T. C. (2019). Utilization of WhatsApp application as discussion media in blended learning. Journal of Education and Learning (EduLearn), 13(3), 370-378.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers and Education, 147(December 2019), 103778.
Rahaded, U., Puspitasari, E., & Hidayati, D. (2020). The Impact of WhatsApp Toward UAD Undergraduate Students’ Behavior In Learning Process. International Journal of Educational Management and Innovation, 1(1), 55-68.
Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109.
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600.
Sleiwah, A., Mughal, M., Hachach-Haram, N., & Roblin, P. (2020). COVID-19 Lockdown Learning: The uprising of Virtual Teaching. Journal of Plastic, Reconstructive & Aesthetic Surgery.
Soria, S., Gutiérrez-Colón, M., & Frumuselu, A. D. (2020). Feedback and Mobile Instant Messaging: Using WhatsApp as a Feedback Tool in EFL. International Journal of Instruction, 13(1), 797-812.
Sugiyono, P. (2011). Metodologi penelitian kuantitatif kualitatif dan R&D. Alpabeta, Bandung.
Sutarto, Indrawati, Prihatin, J., & Dwi, P. A. (2018). Geometrical optics process image-based worksheets for enhancing students’ higher-order thinking skills and self-regulated learning. Jurnal Pendidikan IPA Indonesia, 7(4), 376–382.
Tuada, R. N., Kuswanto, H., Saputra, A. T., & Aji, S. H. (2020, January). Physics mobile learning with scaffolding approach in simple harmonic motion to improve student learning independence. In Journal of Physics: Conference Series (Vol. 1440, No. 1, p. 012043). IOP Publishing.
Willemse, J. J., Jooste, K., & Bozalek, V. (2019). Experiences of undergraduate nursing students on an authentic mobile learning enactment at a higher education institution in South Africa. Nurse Education Today, 74, 69–75.
Yeh, Y. C., Kwok, O. M., Chien, H. Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How college students’ achievement goal orientations predict their expected online learning outcome: The mediation roles of self-regulated learning strategies and supportive online learning behaviors. Online Learning Journal, 23(4), 23–41.
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.
Refbacks
- There are currently no refbacks.
