INVESTIGATION OF SELF-REGULATED LEARNING IN GRADE 6 STUDENTS OF A PUBLIC PRIMARY SCHOOL IN SINGARAJA IN TEACHING-LEARNING PROCESS
Abstract
This study investigates the implementation of Self-Regulated Learning (SRL) in a sixth-grade classroom at a public primary school in Singaraja. Employing a qualitative case study approach, data were collected through classroom observations and semi-structured interviews with teachers and students. The findings reveal that SRL strategies, including goal setting, self-monitoring, and self-reflection, empower students to become active participants in their education. Teachers played a vital role in fostering these practices through scaffolding and guidance, while group activities promoted collaboration and critical thinking. Independent material selection was observed to enhance engagement, critical thinking, and digital literacy, aligning with modern educational frameworks like Indonesia’s Merdeka Belajar initiative. However, challenges such as varying levels of student readiness, limited research skills, and insufficient familiarity with digital tools were noted, highlighting the need for structured teacher support. The study emphasizes the importance of balancing independence and guidance to maximize SRL’s benefits, preparing students for lifelong learning and adaptability in dynamic educational contexts.
References
Bony, I., Hadianto, A. N., Nevrita, & Muhartati, E. (2022). Emerging importance of self-regulation for students during the COVID-19 pandemic. In Proceedings of the 1st International Conference on Maritime Education (ICOME) (pp. 1–10). EUDL. https://doi.org/10.4108/eai.3-11-2021.2314837
Mawaddah, S., Asiah, A., Nissa, K., & Putri, U. (2022). Collaborative group work in online learning: The contribution of student’s self-regulation and emotion regulation. In Proceedings of the 3rd International Conference of Science Education in Industrial Revolution 4.0 (ICONSEIR 2021), December 21st, 2021, Medan, North Sumatra, Indonesia (pp. 1–10). https://doi.org/10.4108/eai.21-12-2021.2317280
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., & Broadbent, J. (2018). Developing evaluative judgement: A self-regulated learning perspective. Assessment & Evaluation in Higher Education, 43(7), 972–985. https://doi.org/10.1080/02602938.2018.1424115
Järvelä, S., & Hadwin, A. F. (2021). Supporting students’ self-regulated learning in the context of COVID-19. British Journal of Educational Psychology, 91(4), 852–866. https://doi.org/10.1111/bjep.12432
Greene, J. A., & Azevedo, R. (2021). The measurement of learners’ self-regulated learning in complex computer-based learning environments. Educational Psychologist, 56(3), 165–181. https://doi.org/10.1080/00461520.2021.1921182
Dignath, C., & Büttner, G. (2020). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes: Insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 15(3), 331–357. https://doi.org/10.1007/s11409-020-09229-w
Vrieling, E., Bastiaens, T., & Stijnen, S. (2018). Effects of increased self-regulated learning opportunities on students’ motivation and use of metacognitive skills in vocational education. Journal of Vocational Education & Training, 70(1), 1–20. https://doi.org/10.1080/13636820.2017.1394358
Broadbent, J., & Poon, W. L. (2018). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290–301. https://doi.org/10.1080/01587919.2013.835770
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18–33. https://doi.org/10.1016/j.compedu.2016.10.001
Barnard-Brak, L., Paton, V., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. https://doi.org/10.1037/0022-0663.96.3.523
Winne, P. H. (2017). Theories of self-regulated learning and academic achievement: An overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–28). Routledge.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Schunk, D. H., & Greene, J. A. (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge. https://doi.org/10.4324/9781315697048
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x
Perry, N. E., & Rahim, A. (2011). Studying self-regulated learning in classrooms. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122–136). Routledge.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.11.002
Mawaddah, S., Asiah, A., Nissa, K., & Putri, U. (2022). Collaborative group work in online learning: The contribution of student’s self-regulation and emotion regulation. In Proceedings of the 3rd International Conference of Science Education in Industrial Revolution 4.0 (ICONSEIR 2021), December 21st, 2021, Medan, North Sumatra, Indonesia (pp. 1–10). https://doi.org/10.4108/eai.21-12-2021.2317280
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., & Broadbent, J. (2018). Developing evaluative judgement: A self-regulated learning perspective. Assessment & Evaluation in Higher Education, 43(7), 972–985. https://doi.org/10.1080/02602938.2018.1424115
Järvelä, S., & Hadwin, A. F. (2021). Supporting students’ self-regulated learning in the context of COVID-19. British Journal of Educational Psychology, 91(4), 852–866. https://doi.org/10.1111/bjep.12432
Greene, J. A., & Azevedo, R. (2021). The measurement of learners’ self-regulated learning in complex computer-based learning environments. Educational Psychologist, 56(3), 165–181. https://doi.org/10.1080/00461520.2021.1921182
Dignath, C., & Büttner, G. (2020). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes: Insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 15(3), 331–357. https://doi.org/10.1007/s11409-020-09229-w
Vrieling, E., Bastiaens, T., & Stijnen, S. (2018). Effects of increased self-regulated learning opportunities on students’ motivation and use of metacognitive skills in vocational education. Journal of Vocational Education & Training, 70(1), 1–20. https://doi.org/10.1080/13636820.2017.1394358
Broadbent, J., & Poon, W. L. (2018). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290–301. https://doi.org/10.1080/01587919.2013.835770
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18–33. https://doi.org/10.1016/j.compedu.2016.10.001
Barnard-Brak, L., Paton, V., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. https://doi.org/10.1037/0022-0663.96.3.523
Winne, P. H. (2017). Theories of self-regulated learning and academic achievement: An overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–28). Routledge.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Schunk, D. H., & Greene, J. A. (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge. https://doi.org/10.4324/9781315697048
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x
Perry, N. E., & Rahim, A. (2011). Studying self-regulated learning in classrooms. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122–136). Routledge.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.11.002
Published
2025-01-06
How to Cite
WIDIADHARMA, Gede Krisna et al.
INVESTIGATION OF SELF-REGULATED LEARNING IN GRADE 6 STUDENTS OF A PUBLIC PRIMARY SCHOOL IN SINGARAJA IN TEACHING-LEARNING PROCESS.
Jurnal Pendidikan Bahasa Inggris Proficiency, [S.l.], v. 7, n. 1, p. 85-95, jan. 2025.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/PROFICIENCY/article/view/6479>. Date accessed: 08 jan. 2025.
doi: https://doi.org/10.32503/proficiency.v7i1.6479.
Section
Articles
