Pengalaman self regulated learning siswa untuk menghadapi ujian

Abstract

The completeness of a program in the education unit (in this case secondary school) will end with the holding of an evaluation of learning outcomes or exams, which are school exams and national exams, students will increase their learning activities in preparation for being able to take exams and try to produce satisfying achievements. This study aims to explain students' experiences in practicing self-regulated learning (SRL), which includes students' readiness in an active, constructive process, able to set learning goals, monitor, regulate, and control cognition, motivation, and behavior. This study uses a qualitative approach with data collection methods in the form of a focused group discussion (FGD) and essay writing on seven main informant students, plus interviews with seven supporting informants (subject friends). The informants in this study are students of class XII who have taken the school exams and national exams. The results of this study explain that the experience of SRL in students, in behavior, motivation, and cognitive (learning strategies), still requires an increase in the problem of time management, planning, and targets. Internally, the suitability of SRL is motivated by habits, motivation, and goals, while externally influenced by culture, parenting, and the environment. SRL is a managerial skill in learning because it regulates learning resources so that they can be taught or trained as early as possible to optimize academic skills and academic adjustment of students in the future.

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

“…The third factor is the learning process, where the learning process also determines whether learners can be categorized as autonomous learners or not because, in the learning process, there are learning activities that will support the development of autonomous learners. This is following previous researchers who stated that learner autonomy is formed through various teaching and learning process activities and directing these learning activities towards autonomy learning, such as independent activities, project-based assignments, independent assignments, and other learning activities so that learners feel independent and responsible for the assignments that have been given (Andriani et al, 2018;Anita 2016;Ardi, 2017;Darsih, 2018;Septianingrum et al, 2018;Sudinaji & Kumaidi, 2019). The fourth factor is learner training.…”

“…With the variation in the use of online media in learning English, teachers have references to online media sources and increase knowledge so that they are ready for the online learning process which will lead students to study independently. This finding is following Septianingrum et al (2018), andSudinaji andKumaidi (2019) who revealed that the use of various online media or ICT in English learning can provide new insights for teachers and students. In the second indicator regarding the use of teaching materials, the results show that teachers are more likely to instruct students to look for online learning resources that match the material through teacher supervision.…”

“…The use of ICT is one way to develop students who can learn independently. This is following several previous studies that state that learner autonomy can be built through online learning activities or the use of ICT because, during online learning, students will be given activities such as finding their resources, giving assignments, and other activities (Andriani, et al, 2018;Ardi, 2017;Darsih, 2018;Septianingrum et al, 2018;Sudinaji & Kumaidi, 2019).…”

“…Third, there were research related to how to improve learner autonomy through online learning. The results of the research showed that learner autonomy was built through learning activities such as using ICT, project-based assignments, and other learning activities (Andriani et al, 2018;Anita 2016;Ardi, 2017;Ariza & Sanchez, 2013;Codrat, 2014;Darsih, 2018;Gendroyono, 2013;Gurza, 2015;Septianingrum et al, 2018;Sudinaji & Kumaidi, 2019;Suherdi, 2021).…”

“…Many studies also use ICT as a driving force to create learner autonomy, such as research conducted by Andriani, et al (2018), Anita (2016), Ardi (2017), Ariza and Sanchez (2013), Codrat (2014), Darsih (2018), Gendroyono (2013), Gurza (2015), Septianingrum et al (2018), and Sudinaji and Kumaidi (2019). In their research, they used applications that can be accessed via computers and cellphones.…”