Analysis of Self Regulated Learning (SRL) on Online Learning on Chemistry Education Students of Mataram University
DOI:
10.29303/cep.v7i1.4686Published:
2024-05-31Downloads
Abstract
This study aims to determine the level of Self Regulated Learning (SRL) in online learning for chemistry education students at the University of Mataram. This type of research is descriptive research with a quantitative approach. The sample used consisted of 200 active students of the chemistry education study program at the University of Mataram. Sampling was carried out using proportionated stratified random sampling. The instruments used in this study were student response questionnaires. The measurement scale used is the Likert scale, with alternative answers to questions consisting of 4 alternative answers and 25 statement items that include 5 indicators that have been tested for validity in the research instrument trial (test validity and reliability). The questionnaire was distributed online which was compiled into a google form and sent via WhatsApp. The analysis technique uses descriptive statistical analysis techniques. The results showed that the average value from the analysis of the overall indicators obtained the highest average value was indicator 5 (seeking help) which was 2,916 and the indicator with the lowest average value was indicator 3 (environmental structuring) with a value of 2,613. Based on these data, as many as 17 of 200 students have a poor level of Self Regulated Learning, 79 of 200 students have a Self Regulated Learning fairly good 92 out of 200 students have a good level of Self-Regulated Learning, then 12 out of 200 students have Self Regulated Learning in online learning. It can be concluded that the level of Self Regulated Learning (SRL) in online learning of chemistry education students at the University of Mataram is in the good category.
Keywords:
Self Regulated Learning WhatsApp Google form Online StudentsReferences
Afrizawati., Aggraini, R., & Nurhayati. (2021). Hubungan Konsep Diri dan Penyesuaian Sosial Dengan Self Regulated Learning Di Era Pandemi Covid-19. Jurnal As-Said. 1(2).
Anwar, K., Nuri, R., Athifah, A. N., & Novayulianti, R. (2020). Analisis Pembelajaran Daring Pada Masa Pandemi Covid-19 Di SD Duri Kepa 05. In Seminar Nasional Ilmu Pendidikan dan Multi Disiplin 3 (SNIPMD 3). ISBN: 978-623-6566-35-0 (Vol. 3).
Dewi, R.S., Lubis, M., & Wahidah, N. (2020). Self Regulated Learning Pada Mahasiswa Dalam Perkuliahan Daring Selama Masa Pandemi Covid-19. In PROSIDING SEMINAR NASIONAL LPPM UMP (pp/ 217-220).
Elviana, P. (2020). Pengaruh Adaptasi Lingkungan Pembelajaran Terhadap Kemampuan Akademik Mahasiswa Di Program Dokter Fakiltas Kedokteran Universitas Abulyatama. Jurnal Health Sains. 1(6).
Fauziah, H. H. (2015). Faktor-Faktor Yang Mempengaruhi Prokrastinasi Akademik Pada Mahasiswa Fakultas Psikologi Uin Sunan Gunung Djati Bandung. Psympathic: Jurnal Ilmiah Psukologi. 2(3).
Habibi, H., & Jannah, N. (2017). Proses Adaptasi Belajar Mahasiswa Fakultas Keperawatan Universitas Yiah Kuala Banda aceh. Jurnal Ilmiah Mahasiswa Fakultas Keperawatan. 2(2).
Ilyas, M. M., & Wiryosutomo, H. W. Studi Kemandirian Belajar Mahasiswa Dalam Pembelajaran Daring Di Era Pandemi Covid-19.
Khoerunnisa, N., Rohaeti, E. E & Ayu Nungrum, D. S. (2021). Gambaran Self Regulated Learning Siswa Terhadap Pembelajaran Daring Pada Masa Pandemi Covid-19. Fokus. 4(4).
Kristiyani, T. (2016). Self- Regulated Learning: Konsep, Implikasi, dan Tantangannya Bagi Siswa Di Indonesia. Yogyakarta: Sanata Dharma University Press.
Nugroho, W.D. (2019). Hubungan Kemandirian Belajar dengan Prokastinasi Akademik. Psikoborneo; JurnalIlmiah Psikologi. 7(3).
Pahriji, I. A. (2021). Pengaruh Lingkungan Belajar Terhadap Motivasi Belajar Mahasiswa Dalam Pembelajaran Jarak Jauh Selama Pandemik. Jurnal Citra Pendidika. 1(3).
Puspitasari, K. (2018). Pengaruh Dukungan Sosial Kawan Sebaya Terhadap Regulasi Diri Dalam Belajar Siswa Sekolah Berasrama (Boarding School) (Doctoral Dissertation, University of Muhammadiyah Malang).
Putria, H., Maulana, L. H., & Usawatun, D. A. (2020). Analisis Proses Pembelajaran Dalam Jaringan (Daring) Masa Pandemi Covid-19 Pada Guru Sekolah Dasar. Jurnal Basicedu.4(4).
Rachmaningtyas, A. T.m & Khoirunnisa, R. N. (2022). Hubungan Antara Dukungan Sosial Teman Sebaya Dan Self-Regulated Learning Pada Mahasiswa Tahun Pertama Dimasa Pandemi Covid-19. Character: Jurnal Penelitian Psikologi. 9(1).
Saragih, F. (2020). Pengaruh Lingkungan Terhadap Kemandirian Belajar. Jurnal Pendidikan PKN. 1(2).
Sari, R. P., Tusyantari, N. B., & Suswandari, M. (2021). Dampak Pembelajaran Daring Bagi Siswa Sekolah Dasar Selama Covid-19. Prima Magistra: Jurnal Ilmiah Kependidikan. 2(1).
Solikah, M., & Kusumaningtyas, D. (2021). Hubungan Antara Persepsi dan Partisipasi Mahasiswa Dalam Perkuliahan Daring Selama Masa Pandemi Covid-19 (Studi Kasus Pada Mahasiswa Prodi Akuntansi UNP Kediri). Jurnal Penelitian Teori & Terapan Akuntansi (PETA). 6(2).
Sugiyono. (2018). Metodologi Penelitian Kuantitatif, Kualitatif Dan R&D. Bandung: Alfabeta.
Sugiyono. (2019). Statistika Untuk Penelitian. Bandung: Alfabeta.
Supriyanto, S. (2017). Hubungan Antara Self-Regulated Learning dan Prestasi Akademik pada Mahasiswa Semester Pertama Prodi Psikologi Universitas Pembangunan Jaya. Widyakala: Journal of Pembangunan Jaya University. 2(1).
License
Copyright (c) 2024 Zurriyatun Thoyibah, Yunita Arian Sani Anwar, Saprizal Hadisaputra, Eka Junaidi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Chemistry Education Practice agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Chemistry Education Practice.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
