The Effects of Biology Laboratory Practices Supported with Self-regulated Learning Strategies on Students' Self-directed Learning Readiness and Their Attitudes towards Science Experiments
Abstract:Self-regulation is an active and constructive process in which students regulate and observe their own behaviour, motivations and cognition by setting their own goals during their learning process. In this study, the aim is to investigate the effects of biology laboratory practices that are supported by self-regulated learning strategies on students' readiness for self-directed learning and their attitudes towards science experiments in laboratory settings. This study, which was undertaken as a quasiexperiment… Show more
“…These learners are capable of implementing cognitive learning strategies in academic tasks (Vrieling et al, 2012) and good at regulating learning to enhance their outcomes of learning (Steffens, 2006). Also, it is essential to highlight that increased use of learning strategies is followed by increased level of academic outcomes (Oflaz, 2019), and it is evidence that SRL leads to positive academic outcomes (Kayacan & Sonmez Ektem, 2019).…”
Section: Discussion Of Rq2 and Rq3 Resultsmentioning
<p style="text-align: justify;">Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.</p>
“…These learners are capable of implementing cognitive learning strategies in academic tasks (Vrieling et al, 2012) and good at regulating learning to enhance their outcomes of learning (Steffens, 2006). Also, it is essential to highlight that increased use of learning strategies is followed by increased level of academic outcomes (Oflaz, 2019), and it is evidence that SRL leads to positive academic outcomes (Kayacan & Sonmez Ektem, 2019).…”
Section: Discussion Of Rq2 and Rq3 Resultsmentioning
<p style="text-align: justify;">Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.</p>
“…Beberapa point penting yang diamati dalam pembelajaran yang didasarkan pada self directed learning, diantaranya; 1) ada proses yang berorientasi pada tujuan, yaitu, peserta didik memiliki tujuan, 2) peserta didik mengambil inisiatif sendiri dan melaksanakan tugasnya secara mandiri untuk mencapai tujuan, yang berarti sehingga akan muncul sikap bertanggung jawab, 3) peserta didik memiliki kesadaran metakognitif. (Kayacan & Ektem, 2019).…”
Section: Hasil Penelitian a Konsep Pembelajaran Self Directed Learningunclassified
The Implementation of Educational Policy in the Corona Virus Disease Emergency Period, requires educators to make a learning innovation, namely learning self directed learning based on digital literacy. This study aims to discuss 1) the concept of self directed learning, 2) the concept of digital literacy, 3) analysis of self directed learning based on digital literacy based on the co-19 pandemic at Madarasah Ibtidaiyah. This type of research used in this study is a qualitative study of literature approach with technical content analysis, the results of this study are 1) Self directed learning learning is independent learning to increase the responsibilities of students in the learning process. 2) Digital literacy is the knowledge and skills to use digital media, communication tools, or networks in finding, evaluating, using, making information, and using it in a healthy, wise, intelligent, accurate, precise, and law-abiding manner in order to foster communication and interactions in everyday life. 3) implement the implementation of digital literacybased self direct learning during the Covid-19 pandemic, as follows;
“…Consequently, instructional management can stimulate the students to have belief, good feeling, and have an impressive experience with learning leading to cooperation and instructional achievement [22,23,24]. As a result, researchers often consider an attitude toward mathematics as a predictor of ongoing academic success [25]. The recent findings by Damrongpanit [20] showed that when teachers provide quality of learning experiences for good learners, namely 1) planning and preparing instruction, 2) promoting the environment and enhancing good relationship, 3) applying teaching strategies based on learner's experience, 4) apply appropriate media, technology for learning content and goals, and 5) use of the measurement and evaluation of learning to improve learners, good instructional management does not affect only mathematics achievement of the 9 th grade students, it also affects attitude toward mathematics, achievement motivation, and mathematics self-efficacy before affecting mathematics achievement.…”
Section: Factors Affecting Mathematics Achievement Of Studentsmentioning
confidence: 99%
“…The findings have consistency with Pitsia et al [19] that the relationship of all three factors affected mathematics achievement. For this reason, researchers in many disciplines consider applying an attitude to explain the effects on the learners in various knowledge and desirable behaviors for science reading [25], and perception of creative reading [26] and digital technology [27], etc.…”
Section: Factors Affecting Mathematics Achievement Of Studentsmentioning
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