Development of self-rating scale instrument of self-directed learning skills for high school students

Abstract

This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin's development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items, α = 0.717), learning strategies (9 items, α = 0.806), and learning activities (7 items, α = 0.777), evaluation (8 items, α = 0.790), and interpersonal skills (12 items, α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale is α = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student's highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).

Techno self online learning PEVAR as a new learning alternative: Paradigm and construction

“…The concept of constructivism is that students who are actively learning are always looking for knowledge, information, or skills. Self-learning activities are carried out by observing, investigating, reading actively, and actively listening [45], [46]. Students who are active when thinking critically can find anomalies, weaknesses, mistakes and find solutions.…”

Designing learning activities to develop self-directed learning competency in teaching informatics

“…Whether studying or practicing, studying individually or in groups, each individual learner will have a unique method and ability [4], [5]. Researches on the evaluation framework of renewable energy and measures to develop renewable energy focus on one evaluation criterion and seek to describe it through the manifestations of SDL, such as: focusing on the evaluation criteria "readiness for self- study" [6] and focusing on measuring "readiness for self-study" [7]- [9]. Studies on the role of information and communication technology (ICT) in self-study have appeared in recent years.…”