Exploring the Self-Regulated Learning Skills of Physics Students in an Online Learning Environment

Jasruddin Daud Malago(1*), Ridwan Daud Mahande(2), Wirawan Setialaksana(3),

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(3) Universitas Negeri Makassar
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijes.v26i1.43510

Abstract


This research investigates the factors of students' self-regulated learning (SRL) skills in online learning environments from the demographic perspectives of gender and major. The study employs a survey design and involves 103 students selected through simple random sampling. Data collection uses the SOL-Q questionnaire and observation. The collected data is analyzed using descriptive statistics, t-tests, and one-way ANOVA. The research results indicate that among the five components of SRL, the environmental structure obtained a high score, meaning that environmental structure contributes significantly to SRL in online learning for physics and non-physics majors. Meanwhile, time management received a low score, indicating that time management contributes less to SRL. There is no significant difference in each component of SRL based on gender and major. Furthermore, there is no significant effect of gender and major on the level of SRL

Keywords


Self-regulated learning; Online learning; Physics

Full Text:

PDF

References


Albelbisi, N. A. (2019). The role of quality factors in supporting self-regulated learning (SRL) skills in MOOC environment. Education and Information Technologies, 24(2), 1681–1698. https://doi.org/10.1007/s10639-018-09855-2

Aziz, F., Qureshi, U., & Khanam, A. (2017). Self-Regulated Learning and Diversity at Higher Education Level in Pakistan. Journal of Managerial Sciences, 11.

Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61. https://doi.org/10.19173/irrodl.v11i1.769

Bhuvaneswari, S. S. B., & Dharanipriya, A. (2020). ATTITUDE OF UG STUDENTS TOWARDS E-LEARNING. International Journal of Humanities, 9(2), 39.

Bidjerano, T. (2005). Gender differences in self-regulated learning. Online Submission.

Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321–329. https://doi.org/10.1108/ILS-04-2020-0114

Cobb Jr, R. (2020). Developing Self-Regulated Learning Behaviors in Online Learning Environments-A Conceptual Framework for Inclusion. Journal of Research Initiatives, 5(2), 5.

Guo, W. (2017). The Relationships between Chinese Secondary Teachers’ Feedback and Students’ Self-Regulated Learning. The Chinese University of Hong Kong (Hong Kong).

Guo, W. (2020). Grade-level differences in teacher feedback and students’ self-regulated learning. Frontiers in Psychology, 11, 783.

Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. In Springer. Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2018). The Results of PLS-SEM Article information. European Business Review, 31(1), 2–24.

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203

Jansen, R. S., van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6–27. https://doi.org/10.1007/s12528-016-9125-x

Jansen, R., van Leeuwen, A., Janssen, J., & Kester, L. (2020). A mixed method approach to studying self-regulated learning in MOOCs. Frontline Learning Research, 8(2), 35–64. https://doi.org/10.14786/flr.v8i2.539

Kulusakli, E. (2022). EXPLORING SELF REGULATED ONLINE LEARNING SKILLS OF EFL LEARNERS IN DISTANCE EDUCATION. Turkish Online Journal of Distance Education, 23(1), 86–96. https://doi.org/10.17718/tojde.1050356

Lehmann, T., Hähnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313–323. https://doi.org/10.1016/j.chb.2013.07.051

Lim, C. L., Ab Jalil, H., Ma’rof, A. M., & Saad, W. Z. (2020). Peer Learning, Self-Regulated Learning and Academic Achievement in Blended Learning Courses: A Structural Equation Modeling Approach. International Journal of Emerging Technologies in Learning (IJET), 15(03), 110. https://doi.org/10.3991/ijet.v15i03.12031

Male, H., Murniarti, E., Simatupang, M. S., Siregar, J., Sihotang, H., & Gunawan, R. (2020). ATITTUDE OF UNDERGRADUATE STUDENT’S TOWARDS ONLINE LEARNING DURING COVID-19 PANDEMIC. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(4), 1628–1637.

Mayda, M. H., Erail, S., & Karaduman, E. (2020). EXAMINATION OF SELF-REGULATED ONLINE LEARNING SKILLS IN FACULTY OF SPORTS SCIENCES STUDENTS. 7(11), 9.

Na, K. S., Petsangsri, S., & Tasir, Z. (2020). The Relationship between Academic Performance and Motivation Level in e-Learning among Thailand University Students. International Journal of Information and Education Technology, 10(03), 184.

Niemi, H., Nevgi, A., & Virtanen, P. ivi. (2003). Towards self-regulation in web-based learning. Journal of Educational Media, 28(1), 49–71.

Nunally, J. C., & Bernstein, I. R. (1994). Psychometric Theory, McGraw-Hills. In New York, NY. McGraw-Hill.

Özdemi̇R, A., & Önal, A. (2021). An Investigation into Pre-Service Teachers’ Self-Regulated Online Learning Perceptions. International Journal of Contemporary Educational Research. https://doi.org/10.33200/ijcer.865189

Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116–125.

Putarek, V., & Pavlin-Bernardić, N. (2020). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35(3), 647–671.

Salahshour, F., Sharifi, M., & Salahshour, N. (2013). The relationship between language learning strategy use, language proficiency level and learner gender. Procedia-Social and Behavioral Sciences, 70, 634–643.

Sarstedt, M., Hair, J. F., & Ringle, C. M. (2022). “PLS-SEM: indeed a silver bullet”–retrospective observations and recent advances. Journal of Marketing Theory and Practice, 00(00), 1–15. https://doi.org/10.1080/10696679.2022.2056488

Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.

Stanikzai, M. (2020). Self-regulated learning: An exploratory study (Level and gender difference).

Susilowati, N., Lestari, S., Yuniarsih, D., & Maharani, D. H. (2020). Investigating self-regulated learning differences based on gender, scholarship, and student’s housing. Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB), 8(1), 25–33.

Sutarni, N., Ramdhany, M. A., Hufad, A., & Kurniawan, E. (2021). SELF-REGULATED LEARNING AND DIGITAL LEARNING ENVIRONMENT: ITS’ EFFECT ON ACADEMIC ACHIEVEMENT DURING THE PANDEMIC. Jurnal Cakrawala Pendidikan, 40(2), 374–388. https://doi.org/10.21831/cp.v40i2.40718

Trizano-Hermosilla, I., & Alvarado, J. M. (2016). Best alternatives to Cronbach’s alpha reliability in realistic conditions: Congeneric and asymmetrical measurements. Frontiers in Psychology, 7, 769.

Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in self‐regulated learning strategies. Educational Psychology, 30(3), 323–347.


Article Metrics

Abstract view : 32 times | PDF view : 6 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Jasruddin Daud Malago, Ridwan Daud Mahande, Wirawan Setialaksana

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

Creative Commons License

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