Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

Abstract

The purpose of this study is to identify the factors of character education that affect students' self-regulation skills. Research uses a quantitative approach. The instrument used was adapted from SRLOQ, which was developed by (Vrieling et al., 2013), but modified with words to fit the context of this study. The research instrument consisted of two parts: measurement of self-regulation skills and student demographic information with a total of 108 students who took part in a character education training program at a high school in Islamic boarding schools. Data analysis involves t test, analysis of variance and multiple regression analysis. The results of this study indicate that gender and age have a strong and significant influence on self-regulation skills. Previous education was also found to have an indirect impact on self-regulation skills. This shows that age maturity is an important component of self-regulation skills, because the higher the age level, the higher the student's thinking ability. In addition, gender is also a component that affects self-regulation skills because there are differences in the way of thinking between men and women. The findings of this study indicate that self-regulation skills become dynamic entities especially with increasing age and gender differences.

Anti-corruption Action: A Project-Based Anti-corruption Education Model During COVID-19

“…Referring to the online project-based ACE learning experience in the PPKn Study Program, the support of lecturers/teachers, methods, strategies, learning media were strengths for the success of the learning process. This is in line with Ibrahim Bali Pamungkas and Wahyu Andri Wibowo and Angga Juanda (Fawaiti et al, 2020;Sopacua and Sugiharto, 2020;Pamungkas et al, 2021;Silvia Mona, 2021) which states that learning success is determined by internal and external factors. Internal factors are within each student, and they include intentions, enthusiasm, mindset, hard work, discipline, and responsibility.…”

The relationship between self-regulation learning and online learning adoption

“…Also, the current results agree with the self-regulation learning literature. Because self-regulation involves personal cognitive, metacognitive, motivation, perception and environment to obtain accomplishments of learning (Fawait et al, 2020), it, thus, helps learners to become independent in their learning. It also corresponds to those who posited the necessity of self-regulating learning skills for students since they have to handle the responsibility of their learning independently from their teachers or instructors and take advantage of open online resources (Chen & Hwang, 2019;Rasheed et al, 2020).…”

“…In education, self-regulation skills are a set of skills that helps learners to become independent in their learning. It involves personal cognitive, metacognitive, motivation, perception and environment to obtain accomplishments (Fawait et al, 2020). According to Zimmerman, as cited by (Vattøy, 2020), self-regulation is a regulation way of learners' learning that translates into their behaviour, metacognition and motivation.…”

“…Despite the self-regulation learning SRL, including motivation, cognition, behaviour and context, in the current study, we explore the level of utilising specific self-regulation skills, namely goal setting, environment structuring, time management, help-seeking, use of self-regulation strategies and self-evolution. However, Fawait et al (2020) and Nietfeld et al (2014) discussed self-regulation skills as a dynamic entity affected indirectly by various factors, like maturity, gender and knowledge levels. Pardo et al (2016) interpret the dynamic characteristic of self-regulation wherein students may change their motivation, behaviour and learning strategy according to the nature of learning materials, structure and environment.…”

Cycle Model Of Integrative-Interconnective Strategy within Character Learning

“…MTs Islamic Boarding School greatly facilitates the character learning process, because this it implements character learning for 24 hours systematically and integratively between learning in schools and pesantren. MTs Islamic Boarding School also generates a close partnership between students and teachers (Fawait et al, 2020). In addition, this system will also create a student-centered learning environment that is in line with cultural values existing in schools and Islamic boarding schools.…”