Higher Order Thinking Skill of Elementary Pupil wih Different Self Regulated in Learning using Printed and Electronic Learning Resources Based on Local Culture

Abstract

IN T ROD UCT IO NUsing a variety of learning resources in a learning environment, learning primarily involves interaction between students and teachers (Nartiningrum & Nugroho, 2020). The ability to more freely explore one's skills and actively add to one's knowledge will be opportunities that a good learning process will give students (Putranta & Supahar, 2019;Awaludin, Wibawa, & Winarsih 2020; Dewi & Ramadan, 2021). The teacher's capacity to establish learning objectives, create learning materials, choose learning strategies, select learning resources, and conduct learning evaluations determines the quality of the learning process at all educational levels (Kua, Suparmi, & Laksana, 2021).Learning patterns and learning resources have a close relationship (Frank, Quanjiang, Michael, Chun, & Chuang, 2021). In activities for individualized learning, the learner is the main focus, and the teacher serves the same purpose as other learning resources (Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020). Because of this, the need for learning resources is critical. In their interactions with students, teachers play the roles of facilitators, learning managers, directors, mentors, and recipients of student learning progress (Liao et al., 2021). The design of the learning process must take into account all factors that facilitate the accomplishment of learning objectives, including deciding on the range of learning strategies, learning resources, and learning environments (Madani, 2019).Printed and electronic learning resources are both readily available at the present time and are very simple to obtain (Singh, Steele, & Singh, 2021). According to an additional study, the levels of learning comprehension created by print and electronic instructional materials differ. According to an additional study, the levels of learning comprehension created by print and electronic instructional materials differ. Children who learned by electronic means had conceptual knowledge that was more vocally oriented than pupils who learned through print, according to research by Samri, Rewo, & Laksana (2020).