Pengaruh Self Regulated Learning Berbasis Literasi Digital Terhadap Kecerdasan Emosional Siswa : (The influence of Self-regulated learning based digilat literacy to emotional intelegence)

This research aims to see the effect of learning carried out by implementing digital literacy-based learning and conventional learning activities on the intelligence of class VIII students. In this study, taking a sample of 2 different classes in SMP Negeri 15 Sukabumi City with eighth grade students, it can be said that 20 people as the experimental class and seventh grade students can be measured 17 as the control class. Collecting research data using an emotional intelligence questionnaire instrument. Analysis of research data using inferential statistics in the form of paired sample T test. Prior to the hypothesis data, the prerequisite test data used the normality and homogeneity test to test the indicators and the distribution of the research data taken. The results showed that there were differences in the scores of students' intelligence using regulated and conventional independent learning. The group of students with the application of self-regulated learning based on digital literacy has a significant hypothesis test (2 tailed) 0.000 <0.05, which means that there is an average difference between the pretest and posttest results, while conventional learning does not show an average difference because of the results. 0.163> 0.05. Based on this research, that the application of learning, self-regulated learning based on digital literacy affects the emotional intelligence of class VIII C students at SMP Negeri 15 Sukabumi City. Abstrak. Penelitian yang bertujuan untuk mengetahui pengaruh dari pembelajaran yang dilakukan dengan penerapan self-ragulated learning berbasis literasi digital dan kegiatan belajar secara konvensional terhadap kecerdasan emosional siswa kelas VIII. Pada penilitian ini mengambil sampel 2 kelas yang berbeda di SMP Negeri 15 Kota Sukabumi dengan siswa kelas VIII C berjumlah 20 orang sebagai kelas eksperimen dan siswa kelas VIII H berjumlah 17 sebagai kelas kontrol Mrtode penelitian menggunakaan metode kuantitatif. Pengumpulan data penelitian dengan menggunakan instrumen angket kecerdasan emosional. Data penelitian di analisis dengan menggunakan statistic inferensial berupa uji T paired sample test. Sebelum pengujian data hipotesis data di uji prasayarat dengan menggunaan uji normalitas serta homogenitas untuk mengetahui varian dan sebaran data penelitian yang di ambil. Hasil penelitian mendapatkan bahwa terdapat perbedaan rata-rata terhadap kecerdasan emosional siswa dengan menggunakan penerapan belajar self regulated learning  dan konvensional. Kelompok siswa dengan penerapan self regulated learning  berbasis literasi digital memiliki hasil uji hipotesis menunjukan siginifikan (2 tailed) 0,000 < 0.05 yang artinya ada perbedaan rata-rata dari hasil pretest dan posttest sedangkan pembelajaran secara konvensional tidak menunjukan adanya perbedaan rata-rata karena hasilnya 0,163 > 0,05. Berdasarkan penelitian ini disimpulkan bahwa penerapan pembelajaran self regulated learning  berbasis literasi digital berpengaruh terhadap kecerdasan emosional siswa kelas VIII C di SMP Negeri 15 Kota sukabumi

Exploring Students Computational Thinking based on Self-Regulated Learning in the Solution of Linear Program Problem

This study aims to analyze the students computational thinking in the solution of the linear program problem based on self-regulated learning. The data were collected by self-regulated learning questionnaire, computational thinking test, and depth interviews. This study was conducted in SMAN 10 Tangerang. Computational thinking in students with high and medium levels of self-regulated learning has no difference. Students still make a solution that is fixated with linear program problem-solving procedures in general, that is using examples, substitution, and elimination. In solving problems, students can reach the stages of decomposition and pattern recognition only. Students still do not evaluate the results of their work. Algorithmic performed is less coherent because the abstraction has not been done. The recommendation for further research is the need for research that can develop student abstraction in solving problems. Besides, there is also a need for research that analyzes the reflective of students in computational thinking when solving problems

Serious game self-regulation using human-like agents to visualize students engagement base on crowd

Nowadays, the emergence of artificial intelligent (AI) technology for games has been advancely developed. A serious game is a technology employing AI to create a virtual environment in a serious gamification strategy. This research describes AI based virtual classrooms to adopt proper strategies and focusing on maintaining and increasing student engagement by encouraging self-regulation behavior at the learning process. The self-regulation behavior describes student's ability to direct their own learning to achieve learning targets on a path full of obstacles. By employing a human-like agent to visualize student engagement, this visualization aims to provide human-like experiences for users to comprehend student behavior. A reciprocal velocity obstacles (RVO)-based crowd behavior is employed to visualize student engagement. RVO is an autonomous navigation approach for directing the achievement of agents target. The human-like agents behave in various ways to reach the goal points depending on the performances and the obstacles before them. We employ our method in an investigation of students' learning activities in a pedagogically-centered learning environment at Universitas Islam Negeri (UIN) Walisongo, Semarang, Indonesia. The results demonstrate the best scenario changes along with the performances and obstacles faced to reach the goal points as well as the learning target

Technology Elective Classes’ Effects on Middle School Students’ Self-Efficacy and Learning Engagement in Science

The purpose of this quantitative, causal-comparative design was to examine the technology classes’ effects on private middle school students’ self-efficacy, self-regulation, task value, and learning goal orientation between students in technology electives and non-technology electives. The topic was introduced using historical, theoretical, and societal backgrounds. Further literature review led to a synthesis of the literature investigating technology classes, STEM education, self-efficacy, task value, learning goal orientation, and self-regulation. Further investigations found and synthesized literature that focused on middle school students and their connections to the above topics. The sample for the setting was drawn from 136 participants enrolled in three private schools in Florida. The SALES Questionnaire was utilized to collect data on self-efficacy, task value, learning goal orientation, and self-regulation. After the students completed the questionnaire, the researcher analyzed data using a MANOVA analysis to determine significant differences between the four dependent variables. Finally, a discussion of the results took place and implications, limitations, and future research were also discussed

How Do Students Learn Together?

Recent years have seen a shift in engineering education as universities seek to produce engineers capable of dealing with the complex challenges facing society. When facing these challenges, engineers will not only need to rely on technical knowledge and skills but will also be expected to collaborate with others from different fields and backgrounds. Engineers will also need to be aware of the impacts their solutions will have on society and in terms of sustainability. In response, an increasing number of universities are turning to programs based on project-based learning, where groups of students from different disciplines work on complex real-world problems.Existing research tends to view such programs through the lens of learning outcomes and benefits rather than through the students’ experiences and their process of learning. There is a lack of studies that address the social aspects of project-based learning, in particular how groups engage in the social regulation of learning over the length of a project in interdisciplinary groups. This thesis aims to address these gaps in the research by examining collaborative learning and the regulation of learning in student groups taking part in project-based interdisciplinary groupwork at Chalmers University of Technology.Two papers are incorporated within this thesis. The first paper analyses reflective writings by students to examine the challenges groups faced when taking part in undergraduate research and the coping strategies they employed in response. This revealed the actions and processes the groups engaged in during collaborative learning. The second paper uses qualitative interviews with students to investigate how groups regulate their learning as a group in interdisciplinary, project-based courses. The findings identify the different kinds of social regulation of learning employed by the student groups during the different phases of the project and factors that affected their regulation. When looked at together, the papers show the impact that desirable challenges, uncertainty, autonomy, and group composition have on both collaborative learning and social regulation of learning.The thesis concludes with a discussion of how groups’ learning, and regulation of learning can benefit from scaffolding and the introduction of suitable coping strategies while maintaining the groups’ autonomy

(Re)harmonising the Academy: Integrating life-long learning and science communication in Swedish higher education

Higher education today performs a complex system of functions with a variety of goals andexpectations, including research, teaching, and disseminating research to the surroundingsociety. It is however not always clear what these functions should entail, and how they shouldbe played out. Similarly, institutions, departments, and individual researchers’ role, or roles,are multifaceted and ever-evolving and researchers are frequently expected to take on new tasksand acquire new skills as a consequence of ambitions in policy.This licentiate thesis explores how the ambitions of Swedish higher education, as expressed inpolicy and regulations such as goal statements and promotion and recruitment processes, arerealised in practice in two specific areas: students’ life-long learning and their acquisition oflearning skills—with a focus on self-regulated learning, and researchers’ engagement inscience communication. The aim is to investigate potential areas of disharmony between policyambitions and practice, as well as among individual researchers’ multiple roles.The three papers included in this thesis illustrate different facets of how policy ambitions arerealised in a Swedish STEM (Science, Technology, Engineering, and Mathematics) context.Paper 1 focuses on the extent to which students acquire learning skills, i.e., to what extent theambition that students should acquire these skills is realised. This study used a questionnaireto investigate engineering students’ learning skills in terms of learning strategies, self-regulatedlearning, and awareness of what constitutes effective learning. Paper 2 explores to what extentresearchers engage in science communication i.e., to what extent the ambition that researchersshould engage in dissemination of science is realised in practice. By analysing data from apublication repository along with corresponding full texts, this study mapped the sciencecommunication practices at a Swedish STEM university. Finally, Paper 3 focuses on whatcharacterises expert scientists’ writing process when addressing non-academic readers,providing input for training and eventual incentives that may promote science communication.Seven researchers in STEM with extensive experience of science communication wereinterviewed to pinpoint what strategies they use when writing science communication texts andhow they regulate this writing process.My thesis paints a vivid picture of how higher education in Sweden today involves acomplexity of functions and practices, and faces the challenge of integrating new tasks andskills, such as learning skills and science communication writing, into teaching and intoacademic scholarship. Taken together, the findings from the three papers align with previousresearch in Sweden and internationally, and suggest that policy ambitions in these areas arerealised to some extent—as shown by students’ awareness of the effectiveness of variouslearning skills, and the fact that some researchers do engage in science communication.However, there is clearly room for improvement: students’ need more scaffolding of learningskills, which in turn may require incentives and training for higher education teachers, andresearchers need incentives and training in science communication. In summary, this thesissuggests that there is a shortage of both incentives and training despite policy ambitionsexpressed for instance in the Swedish Higher Education Act and in regulations for promotion,tenure, and recruitment processes in Swedish and internationally. Overall, disharmonies seemto be built into the system and into individual researchers’ academic scholarship. Finally, mythesis provides some concrete suggestions about how to take small steps towards lessdisharmony, i.e., harmonising, or perhaps reharmonising, the academy

The Duality of Teachers as Learners Through Influences of Self-regulation in Pedagogical Competencies: A Case Study

The purpose of this multiple case study was to describe the elements of self-regulated learning utilized by K-12 teachers navigating the process of improving instructional pedagogy and self-efficacy in a rural school district. The guiding theory of this study was Bandura’s social cognitive theory of self-regulation, as it addresses the connection of self-directedness in goal attainment actions, motivation, and efficacy in learners. A multiple case study of twelve K-12 teachers in a rural school district was used to showcase the individuals’ lenses of self-regulatory practices. Open-ended interviews focused on the patterns and experiences with self-regulation each educator exhibits while designing, modifying, and evaluating personal performance and efficacy. Participant observations and documented materials generated throughout the lesson delivery and reconstruction process were correlated with interview responses through categorical aggregation in process and value coding. Organizing participant responses into common self-regulatory domains such as goal setting, motivation, pedagogical modification, self-assessment, and efficacy can expose patterns of common strengths in self-regulatory practices for professional success, theming significant trends in successful domains of self-regulation to improve professional competencies in education

Strategies for Reducing Project Cost Overruns in the Oil and Gas Construction Industry

Leaders of oil and gas organizations experience financial losses when construction project costs exceed their original estimates. Completing projects without cost overruns is essential to oil and gas business owners for long-term profitability. Grounded in chaos theory, the purpose of this qualitative multiple case study was to explore strategies project managers in oil and gas construction used to deliver projects without cost overruns. The participants comprised four project managers in oil and gas construction companies in Nigeria with successful experience delivering projects without cost overruns. Data were collected from semistructured interviews and organizational documents, such as company publications and policies. Thematic analysis was used to analyze the data with four themes emerging: selecting competent contractors, building a realistic initial cost estimate, applying project management principles, and using strategic leadership. A key recommendation is that project managers develop a reliable process for managing and setting limits for relevant changes during project execution to prevent cost overruns during construction. The implications for positive social change include the potential of financially successful oil and gas organizations to create positive social outcomes by providing energy to power public infrastructure in host communities and employment opportunities to the local community

Sustainable international experience: A collaborative teaching project

Within engineering education, there is an increasing need for providing our students with international experiences. This is most often done by exchange studies abroad. However, a majority of the students on engineering programs do not engage in any international exchange. This paper presents insights from a collaborative cross-disciplinary international project to give students international experience without having to travel. From both a sustainability perspective and a situation where e.g. a global virus outbreak stop students from travelling, solutions that give engineering students experience of working in an international setting are becoming increasingly important. Initial challenges, for the teachers involved in the project, that were addressed before the project started, included the assessment of students, the use of online collaborative tools, assessment of students and the dependence between the two courses. The learnings from the first and second iteration of the collaborative project were mainly focused around transparency, introduction of students to each other, communication, real-time issues and deadlines. By gradually remove these peripheral challenges for the students, resulting in making the students focus on the actual challenges surrounding the actual collaborative project. Even though this project is ongoing, the initial results clearly show that by integrating courses between different countries and disciplines, it is possible to create an environment that strengthens the students’ ability in teamwork, communication and addresses the cultural and professional aspects of working as an engineer in an international context