THE EFFECT OF SELF-REGULATED LEARNING ON CRITICAL THINKING SKILLS AND LEARNING OUTCOMES
PENGARUH SELF REGULATED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR
DOI:
https://doi.org/10.35719/solidarity.v3i1.82Keywords:
self regulated learning, critical thingking skills, learning outcomesAbstract
This study aims to determine the effect of self-regulated learning on critical thinking skills and sociological learning outcomes for students of class XI majoring in Social Studies at Senior High School in Paiton District. The design of this research is ex post facto with an associative research type. The data obtained were analyzed by descriptive analysis techniques. The results of high school research in Paiton District show that: (1) critical thinking skills are classified as very high with an average of 41.63; (2) student learning completeness is 90.05%; (3) self-regulated learning has a positive effect on students' critical thinking skills (count = 5.22; = 0.00), with a coefficient of determination of 28.1%; (4) self-regulated learning has a positive effect on sociological learning outcomes (account = 2.36; = 0.02), with a coefficient of determination of 21.2%; and (5) self-regulated learning has a positive effect on critical thinking skills and student learning outcomes (Fcount = 47.21; = 0.00), with a coefficient of determination of 29.6%.
References
Abdurrahman, M. (2003). Pendidikan bagi anak berkesulitan belajar. Rineka Cipta.
Bandura, A. (1986). Social foundations of thought and action: a Social cognitive theory. Englewood Cliffs, NJ, 1986(23–28).
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals. New York: David McKay Company Inc.
Bouslama, F., Lansari, A., Al-Rawi, A. M., & Abonamah, A. A. (2003). A novel outcome-based educational model and its effect on student learning, curriculum development, and assessment. Journal of Information Technology Education: Research, 2(1), 203–214.
Depdiknas. (2003). UU No. 20 Tahun 2003. 49(0).
Depdiknas. (2019). Laporan Hasil Ujian Nasional.
Donnelly, R., & Fitzmaurice, M. (2005). Designing Modules for Learning. In Emerging Issues in the Practice of University and Teaching. In Learning, Teaching & Technology Centre. AISHE.
Ennis, R. (1992). Conflicting views on teaching critical reasoning. Critical Reasoning in Contemporary Culture, 5–27.
Ennis, R. (1996). Critical Thingking Upper Saddle River. NJ: Practice Hall.
Guskey, T. R. (1994). Defining the Differences between Outcome-Based Education and Mastery Learning. School Administrator, 51(8), 34–37.
Hale, E. (2012). Conceptualizing a personal intellectual history/narrative: The importance of strong-sense metacognition to thinking critically. Critical Thinking and Higher Order Thinking, 139–164.
Hall, N. C., & Goetz, T. (2013). Self Regulated Learning. Emerald Group Publishing.
Halpern, D. F. (1993). Assessing the effectiveness of critical-thinking instruction. The Journal of General Education, 42(4), 238–254.
Harrow, A. (1972). A Taxonomy of the Psychomotor Domain. Logman. Inc. Newyork.
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for teaching. Yogyakarta: Pustaka Pelajar.
Jordan, E. A., & Porath, M. (2006). Educational Psychology: A Problem-based Approach. Pearson/A and B. https://books.google.co.id/books?id=8-9RAQAAMAAJ
Kirk, D., & Welborn, L. (1992). The impact of outcome-based education and the library media program. Colorado Libraries, 18, 5–9.
Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G., & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5, 157–171.
McNeir, G. (1993). Outcomes-Based Education: Tool for Restructuring. OSSC Bulletin, 36(8), n8.
McPeck, J. (1981). Critical Thingking and Education. Oxford: Martin Robertson.
Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506–522.
Mudjiono, D. (2009). Belajar dan Pembelajaran. PT Rineka Cipta.
Paul, R. (1994). Teaching critical thinking in the strong sense: A focus on self-deception, world views, and a dialectical mode of analysis. Re-Thinking Reason: New Perspectives in Critical Thinking, 181–198.
Perkins, C., & Murphy, E. (2006). Identifying and measuring individual engagement in critical thinking in online discussions: An exploratory case study. Journal of Educational Technology & Society, 9(1), 298–307.
Permendikbud. (2014). Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 59 Tahun 2014 Tentang Kurikulum 2013 Sekolah Menengah Atas/Madrasah Aliyah Dengan Rahmat Tuhan Yang Maha Esa. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199.
Sudjana, N. (1995). Dasar dasar proses belajar mengajar. Sinar Baru Algensindo.
Sudjana, N. (2012). Penelitian Hasil Proses Belajar Mengajar. Remaja Rosdakarya.
Susanto, A. (2013). Teori belajar dan pembelajaran di sekolah dasar. Kencana Prenada Media Group.
Wang, S.-T., & Chen, C.-C. (2015). Path Analysis on the Factors Influencing Learning Outcome for Hospitality Interns--From the Flow Theory Perspective. Journal of Education and Learning, 4(3), 25–44.
Watson, R. (2002). Anatomi dan fisiologi untuk perawat. Jakarta: EGC.
Winarni, E. W. (2006). Pengaruh Strategi Pembelajaran Terhadap Pemahaman Konsep IPA-Biologi, Kemampuan Berpikir Kritis, dan Sikap Ilmiah Siswa Kelas V SD dengan Tingkat Kemampuan Akademik Berbeda di Kota Bengkulu. Disertasi Tidak Dipublikasikan. Malang: PPs Universitas Negeri Malang.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Abdillah Dimas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
