SELF-REGULATED LEARNING DURING COVID-19 PANDEMIC

https://doi.org/10.22146/jpki.63618

Marindra Firmansyah(1*), Dina Rahmi Daroini(2)

(1) Medical Faculty, Universitas Islam Malang, Malang – INDONESIA
(2) Medical Faculty, Universitas Islam Malang, Malang – INDONESIA
(*) Corresponding Author

Abstract


Background: The government implemented the regulation for higher education during the pandemic Covid-19 about the method of learning with an online system. This online learning model will affect self-regulated learning and academic achievement. Self-regulated learning for online learning has not been widely studied. Previous research has written that self-regulated learning in offline learning was formed by several factors. This research was conducted to find out that self-regulated learning and the factors that shape them are still relevant in online learning. The objectives of the study were to analyze the factors and relationships that influence self-regulated learning in online learning during the pandemic Covid-19.

Methods: This research was conducted with confirmatory factor analysis (CFA) on the survey results of 175 respondents. The questionnaire consisted of 54 validated questions on the Likert scale. Calculations were done using PLS-SEM data analysis (Smart PLS version 3.0).

Results: This study produces a good and strong model with a GoF value> 0.34. Path analysis shows that all O-sample values are positive with t statistic > 1.97 and p-value < 0.025. Thus, each factor has a significant positive effect on forming self-regulated learning.

Conclusion: The factors that have been researched on offline learning that forming self-regulated learning are still relevant to use in online learning. These factors are mastery goal orientation, task value perception, academic self-efficacy, metacognitive knowledge awareness, prior learning experiences, good grades, employment prospects, successful future, support from teaching staff, peers, and family.


Keywords


self-regulated learning, online learning, pandemic Covid-19, confirmatory factor analysis

Full Text:

PDF


References

  1. Kementerian Pendidikan Dan Kebudayaan. Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Corona Virus Disease (Covid-19). Surat Edaran Nomor 15 Tahun 2020. 2020;(021):1–20.
  2. Zimmerman BJ. Self-Regulated Learning and Academic Achievement: An Overview. Educ Psychol. 2010;25(1):3–17.
  3. Winters FI, Greene JA, Costich CM. Self-regulation of learning within computer-based learning environments: A critical analysis. Educ Psychol Rev. 2008;20(4):429–44.
  4. Wong J, Baars M, Davis D, Van Der Zee T, Houben GJ, Paas F. Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. Int J Hum Comput Interact. 2019;35(4–5):356–73.
  5. Newman RS. How Self-Regulated Learners Cope with Academic Difficulty: The Role of Adaptive Help Seeking. Theory Pract. 2002;41(2):132–8.
  6. Pintrich P, De groot E. Motivational and Self-Regulated Learning Components of Classroom Academic Performance.pdf. Am Psychol Assoc. 1990;82(1):33–40.
  7. Balapumi R. Factors and Relationships influencing Self-Regulated Learning among ICT students in Australian Universities. Curtin University; 2015.
  8. Haryono S. Metode SEM untuk penelitian manajeman dengan AMOS LISREL PLS. Psychol Appl to Work An Introd to Ind Organ Psychol Tenth Ed Paul. 2012;53(9):1689–99.
  9. Leticia M, González G. Learning Goals and Strategies in the Self-regulation of Learning. US-China Educ Rev. 2013;3(1):46–50.
  10. Daroini DR, Pramono A, Firmansyah M, Kedokteran F, Islam U, Daroini DR, et al. Analisis Faktor Regulasi Belajar Mandiri terkait Efikasi Diri , Kesadaran Pengetahuan Metakognitif , dan Pengalaman Pembelajaran Sebelumnya terhadap Prestasi Akademik. J Bio Komplementer Med. 2020;1:1–9.
  11. Firdaus S, Rachman L, Firmansyah M. Analisis Faktor Pengaruh Self-Regulated Learning Terkait Performance Goals terhadap Prestasi Akademik Factor Analysis of Self-Regulated Learning Related to Performance Goals on Academic Achievement. 2020;97:94–100.
  12. Fitri R, Zakiyah R, Firmansyah M. Analisis Faktor Regulasi Belajar Mandiri Terkait Mastery Oriented Goals dan Task Value Perception Terhadap Prestasi Akademik Mahasiswa. J Bio komplementer Med. 2020;7(2):1–10.
  13. Bandura A. Social Cognitive Theory: An Agentic Perspective. Asian J Soc Psychol [Internet]. 2001;2(1):1–26. Available from: http://search.ebscohost.com/login.aspx?direct=true&#38;db=aph&%2338;AN=4369846&%2338;site=ehost-live
  14. Kozanitis A, Polytechnique É, Desbiens J-F, Chouinard R. Perception of Teacher Support and Reaction Towards Questioning: Its Relation to Instrumental Help-seeking and Motivation to Learn. Int J Teach Learn High Educ. 2007;19(3):238–50.
  15. Ames C, Archer J. Achievement Goals in the Classroom : Students ’ Learning Strategies and Motivation Processes. J Educ Psychol. 1988;80(3):260–7.
  16. Schraw G, Rayne S. assessing metacognitive awareness. Contemp Educ Psychol. 1994;19:460–75.



DOI: https://doi.org/10.22146/jpki.63618

Article Metrics

Abstract views : 2809 | views : 2369

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Marindra Firmansyah, Dina Rahmi Daroini

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats