PROFILE OF STUDENT SELF-REGULATION LEARNING IN APPLYING TEACHING SKILLS IN ONLINE LEARNING
Abstract
The conceptual framework for understanding cognitive, motivational, and self regulated learning determines the emotional aspects of the learning process. This
study aims to investigate student self-regulation learning in applying teaching skills
in online learning situations. The survey method is used to find out whether students
really plan, organize, and help their own learning. We have asked questions
according to the indicators of the Motivated Strategies for Learning Questionnaire
instrument. The participants of this study were students of the Economics Education
Study Program, Counseling Guidance, History, Pancasila and Civic Education,
Mathematics, Indonesian Literature, and English Literature. The total participants
were 116, with a composition of 25.86% male and 74.14% female. The results
showed that students' self-regulation was in the medium group as many as 20 people
(17.24%), the high group as many as 84 people (72.42%) and the very high group as
many as 12 people (10.34%). Meanwhile, student self-regulation for each indicator
achieved consists of a reherseal indicator of 31.96% in a poor group, an elaboration
indicator of 57.73% in a good group, an organization indicator of 0% in a very poor
group, an effort regulation indicator of 0% in a very poor group, and
metacognitive indicators of 28.87% in a poor group. Based on the self-regulation
group of each student and the percentage of achievement in self-regulation for each
indicator, it is said that the participants already have good rehearsal and
elaboration abilities, but need to improve their self-regulation skills, and
independence to learn and solve problems.