SELF-REGULATED LEARNING PROFILES OF STUDENTS IN ONLINE LEARNING

Haruji Satianugraha

doi:10.25134/ijli.v7i2.10963

Haruji Satianugraha

DOI: https://doi.org/10.25134/ijli.v7i2.10963

Abstract

This study investigates the self-regulated learning (SRL) profiles of Primary School Teacher Education students at Universitas Kuningan during online learning in the 2023 academic year. Using a mixed-method approach, 30 participants were assessed on metacognitive, motivational, and behavioral SRL dimensions through Likert-scale questionnaires and structured interviews. Findings reveal strong metacognitive skills, particularly in goal setting, progress monitoring, and planning. Motivationally, students exhibited sustained task interest but showed lower self-efficacy, indicating a need for confidence-building interventions. Behavioral strengths included effective time management and resource optimization, though enhanced digital literacy is recommended for improved resource utilization. Qualitative insights highlighted students’ appreciation for the flexibility of online learning but noted challenges such as reduced social interaction and limited access to physical resources. These findings emphasize the need for tailored strategies to address self-efficacy gaps and suggest hybrid learning models as an effective approach to balance flexibility and structure in education. The study contributes to the broader discourse on SRL by providing insights specific to a non-Western educational context, paving the way for future research and practical interventions.Keywords: self-regulated learning; online learning; metacognition; motivation; behavioral strategies; hybrid learning; higher education

References

Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.

Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25(4), 2393-2414.

Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and information technologies, 25(5), 3677-3704.

Araka, E., Maina, E., Gitonga, R., & Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018). Research and Practice in Technology Enhanced Learning, 15, 1-21.

Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language teaching research, 27(1), 207-228.

Butler, D. L. (2023). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. In Using Qualitative Methods To Enrich Understandings of Self-regulated Learning (pp. 59-63). Routledge.

Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5/6), 321-329.

Cerezo, R., Bogarín, A., Esteban, M., & Romero, C. (2020). Process mining for self-regulated learning assessment in e-learning. Journal of Computing in Higher Education, 32(1), 74-88.

Cobos, R. (2023). Self-regulated learning and active feedback of MOOC learners supported by the intervention strategy of a learning analytics system. Electronics, 12(15), 3368.

Dignath, C., & Veenman, M. V. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533.

El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111.

Farhana, E., Potter, A., Rutherford, T., & Lynch, C. F. (2021). Feedback and self-regulated learning in science reading. In EDM.

Fazriah, S., Irwandi, D., & Fairusi, D. (2021, March). Relationship of self-regulated learning with student learning outcomes in chemistry study. In Journal of Physics: Conference Series (Vol. 1836, No. 1, p. 012075). IOP Publishing.

Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955.

Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being. Aera Open, 7, 23328584211003164.

Hong, J. C., Lee, Y. F., & Ye, J. H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and individual differences, 174, 110673.

Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E., & Wang, M. (2020). Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & education, 154, 103878.

Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners' self-regulated learning in massive open online courses. Computers & Education, 146, 103771.

Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M., & Drachsler, H. (2020). From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. The Internet and Higher Education, 47, 100758.

Kahar, A. P. (2018). Profil persepsi siswa Kelas XII SMAN 6 Kota Pontianak terhadap mata pembelajaran Biologi. Pena Kreatif: Jurnal Pendidikan, 7(1), 62-74.

Kamel, M. S. I., Abdeen, M. A., & Mohamed, H. M. (2023). Self-regulated learning as a predictor of academic achievement among students at nursing schools. Zagazig Nursing Journal, 19(2), 57-72.

Kim, Y. E., Yu, S. L., & Shin, J. (2022). How temptation changes across time: Effects of self-efficacy for self-regulated learning and autonomy support. Educational Psychology, 42(3), 278-295.

Kristiyani, T. (2020). Self-regulated learning: Konsep, implikasi dan tantangannya bagi siswa di Indonesia. Sanata Dharma University Press.

Malau, M., Indartono, S., & Tianawati, A. K. A. (2022). Learning motivation and authoritative parenting for self-regulated learning: The mediation of self-efficacy. Jurnal Pendidikan Indonesia, 11(4), 676-684.

Meece, J. L. (2023). The role of motivation in self-regulated learning. In Self-regulation of learning and performance (pp. 25-44). Routledge.

Meyer, D. K. (2023). Using instructional discourse analysis to study the scaffolding of student self-regulation. In Using qualitative methods to enrich understandings of self-regulated learning (pp. 17-25). Routledge.

Newman, R. S. (2023). Adaptive help seeking: A strategy of self-regulated learning. In Self-regulation of learning and performance (pp. 283-301). Routledge.

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32(4), 1089-1126.

Patrick, H., & Middleton, M. J. (2023). Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens. In Using Qualitative Methods To Enrich Understandings of Self-regulated Learning (pp. 27-39). Routledge.

Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, 24(2), 393-418.

Perry, N. E. (2023). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. In Using Qualitative Methods To Enrich Understandings of Self-regulated Learning (pp. 1-3). Routledge.

Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2023). Investigating teacher—student interactions that foster self-regulated learning. In Using Qualitative Methods To Enrich Understandings of Self-regulated Learning (pp. 5-15). Routledge.

Sadikin, A., & Hardianti, R. D. (2021). Development of emulsi (electronic module practicum articulate storyline to support self-regulated learning of students. Journal of Environmental and Science Education, 1(2), 25-31.

Sangsawang, T. (2020). An instructional design for online learning in vocational education according to a self-regulated learning framework for problem solving during the covid-19 crisis. Indonesian Journal of Science and Technology, 5(2), 283-298.

Shin, Y., & Song, D. (2022). The effects of self-regulated learning support on learners’ task performance and cognitive load in computer programing. Journal of Educational Computing Research, 60(6), 1490-1513.

Siregar, H. M., & Siregar, S. N. (2021). Profil self regulation mahasiswa Pendidikan Matematika FKIP Universitas Riau di masa pandemi Covid-19. Anargya: Jurnal Ilmiah Pendidikan Matematika, 4(1), 1-10.

Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.

Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701.

Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976.

Tong, F., Guo, H., Wang, Z., Min, Y., Guo, W., & Yoon, M. (2020). Examining cross-cultural transferability of self-regulated learning model: an adaptation of the Motivated Strategies for Learning Questionnaire for Chinese adult learners. Educational Studies, 46(4), 422-439.

van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, 104000.

Viberg, O., Khalil, M., & Baars, M. (2020). Self-regulated learning and learning analytics in online learning environments: A review of empirical research. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 524-533).

Warsito, H., Winingsih, E., Setiawati, D., & Naqiyah, N. (2022). Pembelajaran online pasca pandemi covid 19: Identifikasi masalah pembelajaran daring. Jurnal Ilmu Keperawatan Jiwa, 5(1), 75–84.

Widiatmoko, M., & Herlina, I. (2021). Kontribusi self regulated learning: Studi deskrptif pada profil self regulated learning siswa. Jurnal Selaras: Kajian Bimbingan dan Konseling Serta Psikologi Pendidikan, 4(1), 43-50.

Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319-1351.

Wulandari, M. A., Arga, H. S. P., Kelana, J. B., Altaftazani, D. H., & Ruqoyyah, S. (2020). Analisis pembelajaran “daring” pada guru sekolah dasar di era covid-19. Jurnal Ilmiah P2M STKIP Siliwangi, 7(2), 164–168.

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238.

Yolantia, C., Artika, W., Nurmaliah, C., Rahmatan, H., & Muhibbuddin, M. (2021). Penerapan modul problem based learning terhadap self efficacy dan hasil belajar peserta didik. Jurnal Pendidikan Sains Indonesia, 9(4), 627-637.

Yuliani, W. (2018). Metode penelitian deskriptif kualitatif dalam perspektif bimbingan dan konseling. Quanta, 2(2), 83-91.

Zaenudiin, M., Asiah, D. H. S., Santoso, M. B., & Rifai, A. A. (2021). Perubahan perilaku masyarakat Jawa Barat dalam melaksanakan adaptasi kebiasaan baru di masa pandemi covid-19. Share: Social Work Journal, 11(1),1-12.

Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational technology research and development, 68, 1485-1519.

Zimmerman, B. J. (2023). Dimensions of academic self-regulation: A conceptual framework for education. In Self-regulation of learning and performance (pp. 3-21). Routledge.