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All Journal Nusantara Education Studies
Putri Melati Chairunnisa
Universitas PGRI Yogyakarta, Yogyakarta

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Self-Regulated Learning and Academic Achievement in Higher Education Putri Melati Chairunnisa; Widi Pramudya Rahmadani
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-375

Abstract

Self-regulated learning (SRL) has become an essential competency for promoting academic achievement and lifelong learning in higher education. This study examines the relationship between self-regulated learning and academic achievement through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Relevant studies published in the ten last years were systematically identified from major academic databases and analyzed using thematic analysis. The findings indicate that self-regulated learning positively influences academic achievement by strengthening learning strategies, metacognitive awareness, self-efficacy, learning motivation, and independent learning. Students with strong self-regulated learning skills demonstrate better academic performance because they actively plan, monitor, and evaluate their learning processes. However, challenges including poor time management, procrastination, limited metacognitive skills, and varying levels of motivation continue to affect successful implementation. The study concludes that higher education institutions should strengthen instructional practices that promote learner autonomy, reflection, and strategic learning to improve academic success and support lifelong learning.
Digital Literacy of Teachers and Students in Learning Transformation Puspita Wulan; Putri Melati Chairunnisa; Dyah Ayu Kusumawati
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-488

Abstract

Digital transformation in education requires teachers and students to possess digital literacy as a fundamental competence in responding to changes in learning environments. Digital literacy is not limited to the ability to operate technological devices but also includes the ability to access, evaluate, manage, and utilize digital information critically, ethically, and responsibly. This article aims to analyze the role of teachers’ and students’ digital literacy in supporting learning quality improvement in the digital era. This study employed a library research method by examining scientific literature published over the last five years related to digital literacy, teachers’ digital competence, and technology-based learning. The findings indicate that teachers’ digital competence plays an essential role in integrating technology pedagogically, while students’ digital literacy supports independent learning, critical thinking skills, and productive technology utilization. However, the implementation of digital literacy still faces several challenges, including competency gaps, human resource readiness, and the need to strengthen digital culture within educational environments. Therefore, sustainable strategies are required through teacher competency development, digital literacy integration into learning processes, and systematic educational policy support.
Co-Authors Dyah Ayu Kusumawati Puspita Wulan Widi Pramudya Rahmadani