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All Journal Journal of Psychological Science and Profession International Journal of Science and Society (IJSOC)
Anastasia, Lois
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Humanities Education Environmental Science Health Professions Materials Science & Nanotechnology Social Sciences

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Self-Regulated Learning in Students Who Pass the SNBT Using E-Learning as a Learning Media Anastasia, Lois; Abidin, Zainal
International Journal of Science and Society Vol 6 No 2 (2024): International Journal of Science and Society (IJSOC)
Publisher : GoAcademica Research & Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/ijsoc.v6i2.1186

Abstract

This study explores the effectiveness of self-regulated learning (SRL) in students who pass the SNBT using e-learning as a learning medium. SRL is a process in which students independently manage and maintain their cognitive, emotional, and motivational aspects to achieve predetermined learning goals. Passing the SNBT is an achievement that requires students' learning independence. This research utilized a qualitative method with 4 students who passed the SNBT using e-learning as respondents, selected through convenience sampling. Data were collected through semi-structured interviews, transcribed, and analyzed using thematic analysis. The results of the study indicate that students who used e-learning in SNBT preparation successfully passed the selection and entered the best state universities due to their ability to self-regulate through three phases of SRL: planning, execution, and reflection. E-learning helped students set learning goals, choose appropriate learning strategies, and manage time effectively. During the execution phase, students were active in the learning process and adjusted methods as needed. In the reflection phase, students evaluated learning outcomes and made improvements based on feedback. Students who applied SRL demonstrated high learning independence and motivation. These findings emphasize the importance of integrating technology in education to enhance students' effectiveness and academic success.
Motivasi sebagai Prediktor Engagement Peserta MOOC Anastasia, Lois; Cahyadi, Surya; Witriani, Witriani
Journal of Psychological Science and Profession Vol 9, No 3 (2025): Jurnal Psikologi Sains dan Profesi (Journal of Psychological Science and Profess
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/jpsp.v9i3.63920

Abstract

Massive Open Online Courses (MOOC) merupakan suatu bentuk inovasi pendidikan jarak jauh yang telah memperluas akses belajar. Akan tetapi, banyak peserta yang mengikuti online course sering kali tidak menyelesaikannya. Keterlibatan (engagement) peserta dalam menyelesaikan online course merupakan aspek penting dalam keberhasilan pembelajaran MOOC. Salah satu faktor yang diyakini berperan dalam meningkatkan engagement adalah motivasi peserta dalam menjalani proses belajar. Oleh karena itu, studi ini bertujuan untuk mengkaji peran motivasi sebagai prediktor engagement pada peserta MOOC dalam menyelesaikan online course. Melalui convenience sampling, 250 orang peserta MOOC di Indonesia turut berpartisipasi. Pengukuran dilakukan menggunakan Learning Self-Regulation Questionnaire (SRQ-L) dan MOOC Engagement Scale (MES), yang dianalisis dengan regresi berganda. Hasil penelitian menunjukkan bahwa baik autonomous motivation maupun controlled motivation sama-sama berkontribusi dalam meningkatkan student engagement. Namun, terdapat salah satu dimensi yang tidak dipengaruhi oleh controlled motivation yakni cognitive engagement. Dengan demikian, pada dasarnya kedua jenis motivasi tersebut penting dalam mendorong engagement peserta untuk menyelesaikan online course. Hanya saja, autonomous motivation memberikan pengaruh yang lebih kuat dalam meningkatkan kualitas engagement peserta secara keseluruhan.
Co-Authors Surya Cahyadi, Surya Witriani Witriani, Witriani Zainal Abidin