Implementasi Self Regulated Learning Dengan Problem Based Learning Matakuliah Botani Berpembuluh Melalui Lesson Study Di Jurusan Biologi

Botany vascular plants or Botani Tumbuhan Bertalus (BTB's) is one of the lecturesubject for undergraduate students both programs biological education student and biologicalstudent. This subject loaded with concept and knowledge and dexterity are in the implementationdifficult separated between laboratory work and the theory. As a result it is difficult for students tolearn and for lecturers to lecturing.The requirement to competence can be achieved by collegestudents among other reasons, required a description knowledge and development oforgans fromlecture subject prerequisite, exercise, perseverance, independence of college students, theavailability of materials, skill of the analysis of the phenomena of ingredients, refrences, lectur'sguidance and motivation student.Reference to competence and armed with skillfulness and thebeginning knowledge of a student who obtained independently, implemented the Problem BasedLearning ( PBL ) on BTB's course that motivates college students to discover the potential ofhimself. Research aims to improve motivation and result study from applied Self RegulatedLearning and PBL. The lesson started with the observations on the phenomenon and the facts ofmaterial obtained continued with the analysis of reference in literature , reported an independentand structured as a task .Then performed sharing in the class of the analysis of description,classifications , naming , the preparation of the key identification , the level of determination ofthe taxa , taxa special features and features lateral extent , as well as analysis ofthe links betweenthe group of vascular plants .All learning activities under the guidance lecturers. Lessons learnedfrom reflection the results of self by students that college students feel happy and more easilyunderstand and apply the concept to analyze the phenomenon in nature related to the competenceofPBL course through the implementation ofthi

Self-regulated Learning Dan Prokrastinasi Akademik Pada Siswa Kelas XI SMA Negeri 2 Purwokerto

Prokrastinasi akademik merupakan suatu hal yang patut diwaspadai oleh seluruh siswa, salah satunya yaitu oleh siswa kelas XI, karena dapat berdampak pada penurunan prestasi akademiknya. Untuk mengurangi dampak tersebut, perlu adanya kontrol diri dalam belajar yang dapat menunjang dalam pencapaian tujuan belajarnya dengan cara mengatur dan mengendalikan sistem belajar yang dikenal dengan self-regulated learning. Penelitian ini bertujuan untuk mengetahui hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa kelas XI SMA Negeri 2 Purwokerto. Hipotesis penelitian ini adalah ada hubungan negatif dan signifikan antara self-regulated learning dengan prokrastinasi akademik pada siswa kelas XI di SMA Negeri 2 Purwokerto. Populasi penelitian adalah 299 siswa kelas XI dan sampel penelitian berjumlah 162 siswa. Sampel ditentukan dengan teknik cluster random sampling. Pengumpulan data menggunakan skala prokrastinasi akademik (30 aitem, α = .89) dan skala self-regulated learning (35 aitem, α = .90). Analisis regresi sederhana menunjukkan adanya hubungan negatif yang signifikan antara self-regulated learning dengan prokrastinasi akademik (rxy = -.82 dengan p < 0.01), yang berarti bahwa semakin tinggi self-regulated learning maka semakin rendah prokrastinasi akademik. Self-regulated learning memberikan sumbangan efektif sebesar 67% terhadap prokrastinasi akademik. Bagi peneliti selanjutnya yang tertarik untuk mengadakan penelitian dengan topik yang sama disarankan agar lebih memperhatikan subjek penelitian dengan cara melakukan penelitian terhadap populasi yang lebih luas

Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates

Self-regulated learning in higher education : identifying key component processes

The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulated learning as a relevant and valuable concept in higher education. The second is to promote the study of those constituent elements considered most likely to develop our understanding beyond a mere description of those processes thought to be involved in self-regulated learning. A case is presented for learning style, academic control beliefs and student self-evaluation as key constructs which contribute to an increased understanding of student self-regulated learning and which facilitate the application of self-regulated learning in pedagogy by enhancing its tangibility and utility

Improving Self Regulated Learning Through Cooperative Learning Jigsaw Type

The main purpose of this study was to examine effectiveness of cooperative learning type jigsaw to enhance self regulated learning. Experiment design is used by implementing jigsaw classroom for improving self regulated learning. Data were collected by self regulated learning scale adapted from MSLQ (developed by Pintrich et al., 1991) to know the student’s profile of active learning. As known, the changes of paradigm in instruction from teacher or lecture center to student active learning have many problems. One of the causes of this condition is most of lecture still use traditional models of instruction that led lecture more active than students. Sixtyseven student from diploma degree in nurse faculty of Sultan Agung Islamic University involved in this study. Then, subject divided equally into two groups, 33 student for control group and 34 student for experiment group. The result showed that cooperative learning type jigsaw has significantly effect to self regulated learning. Jigsaw learning can improve student motivation significantly, however, the effect on the regulation of learning strategies was not found

The Enhancement of Mathematical Communication and Self Regulated Learning of Senior High School Students Through PQ4R Strategy Accompanied by Refutation Text Reading

This study is experiment research with control group pretest-posttest design and aimed to examine the influence of PQ4R strategy and Refutation Text, school level, and student’s mathematical early knowledge toward achievement and enhancement of student’s mathematical communication ability and Self Regulated Learning. Subject of study as much as 241 students of class X from three Public Senior High School from high, medium, and low school level. Research instrument consist of one set of student’s mathematical communication, and one set of student’s Self Regulated Learning scale. Data analysis use Kosmogorov-Smirnov Test (Test-Z), Level Test, Test-t, one-way and two-way ANOVA, Post Hoc Test (Scheffe) and also Chi-Square Test. Study found that learning with PR4R strategy accompanied by Refutation Text Reading give consistent influence compared with conventional learning as viewed as a whole, based on school level and also mathematical early knowledge. In addition, study also found: (1) there is no interaction between learning (PQ4R) accompanied by Refutation Text reading and conventional and school level toward (a) student’s mathematical communication and (b) student’s Self Regulated Learning; (2) there is no significant interaction between learning and student’s mathematical early knowledge toward (a) student’s mathematical communication ability and (b) student’s Self Regulated Learning; and (3) there is association between student’s mathematical communication ability and student’s Self Regulated Learning. Keywords: PQ4R, Refutation Text, Mathematical Communication, and Self Regulated Learning

Self-regulated Learning Dan Kecemasan Akademik Pada Siswa Smk

Penelitian ini dilakukan untuk mengetahui hubungan antara self-regulated learning dengan kecemasan akademik pada siswa SMKN 6 di Semarang. Subjek dalam penelitian ini yaitu 189 siswa kelas X SMKN 6 Semarang yang diperoleh dengan menggunakan cluster random sampling. Metode pengumpulan data dalam penelitian ini menggunakan dua buah skala, yaitu Skala Kecemasan Akademis (37 aitem; α = 0,879) dan Skala Self-Regulated Learning (30 aitem; α = 0,894). Hasil analisis regresi linier sederhana menunjukkan adanya hubungan negatif yang signifikan antara self-regulated learning dengan kecemasan akademis pada siswa SMKN 6 di Semarang (rxy=-0,729; p<0,001). Semakin tinggi tingkat self-regulation learning, maka semakin rendah kecemasan akademis siswa, dan sebaliknya. Self-regulated learning memberikan sumbangan sebesar 53,2% terhadap kecemasan akademis siswa

Learning analytics for motivating self-regulated learning and fostering the improvement of digital MOOC resources

Nowadays, the digital learning environment has revolutionized the vision of distance learning course delivery and drastically transformed the online educational system. The emergence of MOOCs (Massive Open Online courses) has exposed web technology used in education in a more advanced revolution ushering a new generation of learning environments. The digital learning environment is expected to augment the real world conventional education setting. The educational pedagogy are tailored with the standard practice which has been noticed to increase student success in MOOCs and provide a revolutionary way of self-regulated learning. However, there are still unresolved questions relating to the understanding of learning analytics data and how this could be implemented in educational contexts to support individual learning. One of the major issue in MOOCs is the consistent high dropout rate which over time has seen courses recorded less than 20% completion rate. This paper explores learning analytics from different perspectives in a MOOC context. Firstly, we review existing literature relating to learning analytics in MOOCs, bringing together findings and analyses from several courses. We explore meta-analysis of the basic factors that correlate to learning analytics and the significant in improving education. Secondly, using themes emerging from the previous study, we propose a preliminary model consisting of four factors of learning analytics. Finally, we provide a framework of learning analytics based on the following dimensions: descriptive, diagnostic, predictive and prescriptive, suggesting how the factors could be applied in a MOOC context. Our exploratory framework indicates the need for engaging learners and providing the understanding of how to support and help participants at risk of dropping out of the course