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"Self-regulated learning adalah keterampilan seseorang untuk belajar dengan menggunakan kemampuannya untuk mencapai tujuan tertentu. Beberapa penelitian menunjukkan penerapan keterampilan self-regulated learning dapat meningkatkan kinerja belajar. Penelitian ini bertujuan untuk mengembangkan aplikasi yang digunakan untuk memfasilitasi keterampilan self-regulated learning pelajar dengan pendekatan User-Centered Design. Tahap penelitian terdiri dari perumusan masalah, pengembangan aplikasi, evaluasi aplikasi, dan penarikan kesimpulan. Aplikasi yang dikembangkan berbasis Android dengan mengacu pada high-fidelity design dari hasil penelitian terdahulu. Aplikasi yang dikembangkan dievaluasi dengan metode diary study dan penilaian System Usability Scale. Pada penelitian ini, responden diary study dibagi menjadi kelompok kontrol dan eksperimental. Kelompok kontrol diminta untuk mengikuti skenario penggunaan aplikasi sedangkan kelompok eksperimental diberi kebebasan untuk menggunakan aplikasi. Berdasarkan pemetaan respons evaluasi, ditemukan bahwa responden dari kelompok kontrol lebih banyak menemukan masalah usability daripada mengungkapkan pengalaman positif. Sementara itu, banyak responden dari kelompok eksperimental yang memberi pendapat mengenai manfaat aplikasi pada proses belajar. Penelitian ini mengungkapkan masalah usability baru pada desain yang tidak ditemukan di penelitian sebelumnya. Dari pemetaan hasil evaluasi dan nilai System Usability Scale, diperoleh rekomendasi perbaikan dan saran untuk pengembangan aplikasi di masa depan.

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Self-regulated learning is a person's skill to learn by using their abilities to achieve certain goal. Several studies have shown that implementation of self-regulated learning skills can improve learning performance. This study aims to develop an application to facilitate students' self-regulated learning skills using User-Centered Design approach. The research phase consists of problem formulation, application development, application evaluation, and conclusions. The application is developed for Android device, based on a high-fidelity design of previous study. The application is evaluated using diary study method and System Usability Scale assessment. Respondents were divided into control and experimental group. Control group respondents were asked to follow scenario on how to use the app while the other group was given the freedom to use the application. Respondents of control group gave lower System Usability Score and experienced more usability when using the application than expressing positive experience. Meanwhile, more respondents from experimental group gave more feedback on how this application may help learning process. This study revealed new usability problems that were not found in the previous study. From the evaluation result mapping and System Usability Scale assessment, recommendations for improvement and suggestions for future application development are obtained"

"Latar belakang: Seorang mahasiswa kedokteran harus memiliki kemampuan sebagai pembelajar dewasa yang mawas diri dan mampu belajar sepanjang hayat. Demi menciptakan hal tersebut, strategi pembelajaran yang digunakan saat ini di pendidikan kedokteran yaitu Student Centered Learning (SCL) dengan salah satu pendekatannya Problem Based Learning (PBL). Pada proses PBL mahasiswa dituntut untuk dapat mengatur dirinya dalam pembelajaran atau memiliki kemampuan Self-regulated Learning (SRL) untuk mencapai tujuan pembelajaran. Terdapat strategi yang dapat dilakukan untuk melatih kemampuan SRL dalam PBL.Tujuan: Penelitian ini bertujuan untuk mengeksplorasi implementasi SRL pada PBL dan faktor yang mempengaruhinya. Metode: Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus. Responden diambil dengan teknik maximum variation sampling. Sebanyak enam FGD mahasiswa dan tiga FGD staf pengajar dilaksanakan untuk mengeksplorasi implementasi SRL pada PBL. Sebagai triangulasi data dilakukan enam observasi proses PBL.Hasil: Hasil penelitian didapatkan SRL diimplementasikan secara terintegrasi dengan proses PBL. Terdapat usaha staf pengajar atau institusi dan mahasiswa dalam mengimplementasikan SRL. Usaha staf pengajar yang teridentifikasi yaitu menganalisis tugas sebagai bentuk persiapan, menyelenggarakan assessment for learning, memberikan umpan balik dan beberapa peran staf sebagai fasilitator, memberikan dorongan positif, memonitor mahasiswa, dan melakukan intervensi strategi belajar. Usaha yang dilakukan oleh mahasiswa antara lain analisis tugas, memiliki orientasi tujuan, dapat memonitor proses belajarnya, mencari bantuan orang lain, memiliki motivasi, menetapkan strategi belajar terbaik, menetapkan suasana belajar dan melakukan self-assessment. Terdapat faktor lain yang dapat mempengaruhi implementasi SRL dalam PBL misalnya skenario, materi, capaian pembelajaran, keberadaan teman dalam proses PBL, karakteristik staf pengajar, dan karakteristik mahasiswa.Kesimpulan: SRL diimplementasikan dalam pendekatan PBL dengan adanya peran serta staf pengajar, institusi dan mahasiswa, sehingga PBL dapat dimanfaatkan untuk melatih kemampuan SRL mahasiswa agar mampu belajar sepanjang hayat

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Background: A medical student should have an ability to be an adult learner who applies self-introspection and long-life learning. To achieve that goal, one of the current strategies used in medical education is Student Centered Learning (SCL) with Problem Based Learning (PBL) approach. In PBL process, the students are required to have Self-regulated Learning (SRL) capability to achieve their goal. There are strategies that can be applied to practice SRL ability.

Aims: This study is aimed to explore the implementation of SRL on PBL and their influencing factors.

Methods: This study used a qualitative method with case study approach. Respondents were taken by maximum variation sampling method. Six student FGDs and three teacher FGDs were conducted to explore the implementation of SRL on PBL. As a triangulated data, six PBL processes were observed.

Results: The study showed that SRL was integrated into the PBL process. Both teachers or institution and students had their own roles. The roles of teacher identified were analyzing the students’ tasks as a form of preparation, conducting assessment for learning, giving feedback, facilitating the students, encouraging in a positive way, monitoring the students, and intervening learning strategies. The roles of students were analyzing task, determining goal orientation, monitoring their learning process, help-seeking, creating self-motivation, determining the best learning strategies and learning environment, and conducting self-assessment. There were other factors which could influence SRL on PBL such as scenario, learning materials, learning outcomes, availability of peers, characteristics of teachers and students.

Conclusion: SRL is implemented on PBL approach supported by the roles of teachers, institution, and students so that PBL could be utilized to train students’ SRL ability, so that students can have lifelong learning"

"Penelitian korelasional ini dilakukan untuk mendapat gambaran mengenai hubungan antara self-regulated learning dan computer anxiety pada mahasiswa yang mengikuti kuliah online. Self-regulated learning didefinisikan sebagai proses belajar di mana siswa secara aktif menggunakan kemampuan metakognitif, motivasional, dan tingkah laku untuk mencapai tujuan belajarnya. Computer anxiety adalah respons afektif individu yang negatif dan berlebihan pada penggunaan komputer. Pengukuran self-regulated learning menggunakan Online Self-Regulated Learning Questionnaire OSLQ yang dibuat oleh Barnard et al. 2009. Computer anxiety diukur dengan Computer Anxiety Rating Scale CARS yang dikonstruksi oleh Heinssen et al. 1987. Partisipan penelitian berjumlah 94 mahasiswa yang mengikuti kuliah online di beberapa universitas di Indonesia. Dengan teknik statistik Pearson correlation, ditemukan bahwa tidak terdapat hubungan antara self-regulated learning dan computer anxiety r = -0,055 pada L.o.S. 0,05. Pada bagian diskusi, dijelaskan mengenai kemungkinan alasan tidak ditemukannya korelasi antara self-regulated learning dan computer anxiety. Penting untuk penelitian selanjutnya mencari faktor-faktor lain yang dapat mempengaruhi self-regulated learning pada mahasiswa kuliah online.

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The purpose of this correlational research was to find the relation between self regulated learning and computer anxiety in online course university students. Self regulated learning is defined as a learning process in which students actively involved in using metacognitive, motivational, and behavioral skil to attain learning goals. Computer anxiety is defined as exaggerated negative affective response, such that resistance to and avoidance of computer technology. Self regulated learning was measured using Online Self Regulated Learning Questionnaire OSLQ constructed by Barnard et al. 2009.

Computer anxiety was measured using Computer Anxiety Rating Scale CARS constructed by Heinssen et al. 1987 . Participants of this research were 94 online course students from universities in Indonesia. The main result computed with Pearson correlation showed that there is no relationship between self regulated learning and computer anxiety r 0,055 in L.o.S. 0,05. In discussion section, the reasons why the relationship is not found was argued. Therefore, it is important for next research to examine other factors that correlates with self regulated learning in online course students."

"Pembelajaran jarak jauh, terutama yang bersifat asinkron, telah menjadi pilihan utama bagi banyak individu untuk pengembangan diri dan pendidikan formal. Kontrol lingkungan dalam pembelajaran asinkron memiliki dampak signifikan terhadap keberhasilan pelajar. Pandemi COVID-19 memaksa institusi pendidikan untuk beralih dari pembelajaran daring ke tatap muka, menciptakan tantangan bagi mahasiswa yang tidak terbiasa dengan metode pembelajaran luring. Banyak mahasiswa beralih ke platform MOOC dalam mencari pengetahuan, namun kurangnya dukungan teknologi untuk penerapan strategi SRL menyulitkan mereka. Studi literatur menunjukkan bahwa kemampuan belajar mandiri atau self-regulated learning competencies adalah kunci kesuksesan akademis. Self-Regulated Learning (SRL) memegang peranan penting dalam gelombang ketiga pengukuran SRL, di mana Jurnal Belajar menjadi komponen utama. Penggunaan rutin Jurnal Belajar terbukti meningkatkan hasil belajar dan mengembangkan kemampuan metakognisi. Namun, dalam konteks platform pembelajaran online, terdapat kebutuhan mendesak akan alat yang mendukung SRL. Penelitian ini merupakan kelanjutan dari pengembangan aplikasi jurnal belajar Diaria, yang sebelumnya mendapatkan evaluasi positif namun memiliki beberapa kendala teknis. Penelitian ini bertujuan untuk mengembangkan aplikasi Diaria yang lebih Scalable, mengatasi tantangan yang ada, dan mendukung para pelajar dalam mengembangkan keterampilan regulasi diri mereka. Proses pengembangan menggunakan pendekatan Software Development Life Cycle (SDLC) dengan fokus pada metode prototype. Hasil akhir aplikasi Diaria di-deploy pada cloud peneliti. Evaluasi dilakukan melalui usability testing dan performance testing. Meskipun pengguna berhasil menjalankan use case, terdapat beberapa masalah terkait tampilan dan flow aplikasi yang perlu diperbaiki. Performance testing menunjukkan skalabilitas yang menjanjikan, tetapi response time perlu dioptimalkan. Dalam keseluruhan, aplikasi Diaria memenuhi kebutuhan pengguna dengan beberapa perbaikan yang diperlukan.

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Distance learning, especially asynchronous learning, has become the primary choice for many individuals for self-development and formal education. Environmental control in asynchronous learning significantly impacts the success of students. The COVID-19 pandemic forced educational institutions to transition from online to face-to-face learning, posing challenges for students unfamiliar with in-person learning methods. Many students turned to MOOC platforms in search of knowledge, but the lack of technological support for implementing SRL strategies proved to be a hindrance. Literature studies indicate that self-regulated learning competencies are crucial for academic success. Self-Regulated Learning (SRL) plays a vital role in the third wave of SRL measurement, where Learning Journals become a key component. Regular use of Learning Journals has proven to enhance learning outcomes and develop metacognitive abilities. However, in the context of online learning platforms, there is an urgent need for tools supporting SRL. This research builds upon the development of the Diaria learning journal application, which received positive evaluations but faced some technical challenges. The aim of this study is to develop a more scalable Diaria application, addressing existing challenges and supporting students in enhancing their self-regulation skills. The development process follows the Software Development Life Cycle (SDLC) approach, with a focus on the prototype method. The final Diaria application is deployed on the researcher’s cloud. Evaluation is conducted through usability testing and performance testing. Although users successfully executed use cases, there are some issues related to the application’s interface and flow that need improvement. Performance testing indicates promising scalability, but response times need optimization. Overall, the Diaria application meets user needs with some necessary enhancements."

"Pembelajaran jarak jauh, terutama yang bersifat asinkron, telah menjadi pilihan utama bagi banyak individu untuk pengembangan diri dan pendidikan formal. Kontrol lingkungan dalam pembelajaran asinkron memiliki dampak signifikan terhadap keberhasilan pelajar. Pandemi COVID-19 memaksa institusi pendidikan untuk beralih dari pembelajaran daring ke tatap muka, menciptakan tantangan bagi mahasiswa yang tidak terbiasa dengan metode pembelajaran luring. Banyak mahasiswa beralih ke platform MOOC dalam mencari pengetahuan, namun kurangnya dukungan teknologi untuk penerapan strategi SRL menyulitkan mereka. Studi literatur menunjukkan bahwa kemampuan belajar mandiri atau self-regulated learning competencies adalah kunci kesuksesan akademis. Self-Regulated Learning (SRL) memegang peranan penting dalam gelombang ketiga pengukuran SRL, di mana Jurnal Belajar menjadi komponen utama. Penggunaan rutin Jurnal Belajar terbukti meningkatkan hasil belajar dan mengembangkan kemampuan metakognisi. Namun, dalam konteks platform pembelajaran online, terdapat kebutuhan mendesak akan alat yang mendukung SRL. Penelitian ini merupakan kelanjutan dari pengembangan aplikasi jurnal belajar Diaria, yang sebelumnya mendapatkan evaluasi positif namun memiliki beberapa kendala teknis. Penelitian ini bertujuan untuk mengembangkan aplikasi Diaria yang lebih Scalable, mengatasi tantangan yang ada, dan mendukung para pelajar dalam mengembangkan keterampilan regulasi diri mereka. Proses pengembangan menggunakan pendekatan Software Development Life Cycle (SDLC) dengan fokus pada metode prototype. Hasil akhir aplikasi Diaria di-deploy pada cloud peneliti. Evaluasi dilakukan melalui usability testing dan performance testing. Meskipun pengguna berhasil menjalankan use case, terdapat beberapa masalah terkait tampilan dan flow aplikasi yang perlu diperbaiki. Performance testing menunjukkan skalabilitas yang menjanjikan, tetapi response time perlu dioptimalkan. Dalam keseluruhan, aplikasi Diaria memenuhi kebutuhan pengguna dengan beberapa perbaikan yang diperlukan.

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Distance learning, especially asynchronous learning, has become the primary choice for many individuals for self-development and formal education. Environmental control in asynchronous learning significantly impacts the success of students. The COVID-19 pandemic forced educational institutions to transition from online to face-to-face learning, posing challenges for students unfamiliar with in-person learning methods. Many students turned to MOOC platforms in search of knowledge, but the lack of technological support for implementing SRL strategies proved to be a hindrance. Literature studies indicate that self-regulated learning competencies are crucial for academic success. Self-Regulated Learning (SRL) plays a vital role in the third wave of SRL measurement, where Learning Journals become a key component. Regular use of Learning Journals has proven to enhance learning outcomes and develop metacognitive abilities. However, in the context of online learning platforms, there is an urgent need for tools supporting SRL. This research builds upon the development of the Diaria learning journal application, which received positive evaluations but faced some technical challenges. The aim of this study is to develop a more scalable Diaria application, addressing existing challenges and supporting students in enhancing their self-regulation skills. The development process follows the Software Development Life Cycle (SDLC) approach, with a focus on the prototype method. The final Diaria application is deployed on the researcher’s cloud. Evaluation is conducted through usability testing and performance testing. Although users successfully executed use cases, there are some issues related to the application’s interface and flow that need improvement. Performance testing indicates promising scalability, but response times need optimization. Overall, the Diaria application meets user needs with some necessary enhancements."

"Sehunk & Zimmerman (2003) mengemukakan bahwa siswa yang diasumsikan termasuk kategori ?seMregu1a1ed ? adalah siswa yang aktif dalam proses belajarnya, baik secara rnetakognitif, motivasi. maupun perilaku. Mereka menghasilkan gagasan, perasaan, dan tindakan untuk mencapai tuj uan bclajarnya. Secara metakognitif mereka bisa memiliki strategi tertemu yang efektif dalam memproscs informasi. Sedangkan motivasi berbicara tentang semangat belajar yang sifatnya internal. Adapun perilaku, ditampilkannya adalah dalam bentuk tindakan nyata dalam belajar.Program ini bertujuan untuk mengembangkan kemandirian anak dalam belajar dengan melatihkan strategi-strategi Self Regulated Learning. Dengan demikian diharapkan siswa memiliki kesadaran dan mampu mengendalikan pengalaman belajar mereka sendiri.Melalui pendekatan Seb' Regulated Learning, F dilatih agar memiliki kclcrampilan dalam meregulasi diri dalam proses belajar. F memiliki kesadaran yang memadai berkaitan dengan pemanfaatan strategi SRL, dalam belajar, namun terbatasnya kesempatan clalam mcnerapkan dan memonitor menyebabkan program ini belum berhasil membentuk kebiasaan belajar F yang lebih efektif

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Self-regulated students are those who are active in learning by meta-cognition motivation or behavior (Schunk & Zimmerman, 2003). These students have ideas, feelings and actions to achieve their goals. Furthermore, they also have intcmal motivation which is the desire to study. They also show the appropriate behavior which is actually studying.

The aim of this program is to develop child?s independence in learning/studying by practicing self-regulated learning strategies. lt is hoped that the student would have the ability to control his learning experience by him self.

Subject F in this case, is practiced to have the ability to regulate him self in a learning process by the self-regulation learning strategy. F has the appropriate consciousness needed to use the SRL strategy in studying, but due to the lack of opporttmity in implementing and monitoring the program result, P has not developed an effective study habit."

"[ABSTRAKLatar belakang penelitian ini berawal dari masalah yang sering muncul dalam perkembangan karir pada remaja terutama dalam hal memilih, meningkatkan, dan mempertahankan konsistensi dalam memilih karir seperti pilihan pendidikan. Kemampuan itu disebut adaptabilitas karir. Penelitian ini mempertanyakan faktor apa yang mempengaruhi peningkatan adaptabilitas karir. Asumsi yang ditegakkan adalah ketika individu berhasil menerapkan regulasi diri dalam belajar, yang pembentukannya dipengaruhi oleh dukungan sosial, maka perencanaan, pemilihan dan pengembangan karir akan lebih mudah dilakukan. Untuk membuktikan asumsi tersebut, penelitian ini melihat keterakaitan antara dukungan sosial sebagai sumber yang membantu pembentukan keterampilan regulasi diri dalam belajar dengan pembangunan adaptabilitas karir sebagai sikap dan kesiapan dalam menghadapi tantangan perkembangan karir. Penelitian ini menguji kesesuaian model yang melihat peranan dukungan sosial dalam internalisasi regulasi diri dalam belajar sehingga dapat meningkatkan pembangunan adaptabilitas karir yang tinggi. Penelitian ini mengukur tiga variabel yaitu dukungan sosial sebagai variabel independen, regulasi diri dalam belajar sebagai variabel mediator dan adaptabilitas karir sebagai variabel dependen. Partisipan dalam penelitian ini berjumlah 1012 mahasiswa baru dari semua fakultas yang ada di UI dengan pengolahan data menggunakan structural equation model dari Lisrel 8.80, teknik regresi berganda untuk menguji hipotesis yang ditegakkan dan menggunakan anovar untuk memperkaya hasil penelitian. Hasil penelitian ini menunjukkan model yang diajukan sesuai dengan data di lapangan dan membuktikan bahwa variabel regulasi diri dalam belajar adalah mediator penuh antara variabel dukungan sosial dengan variabel adaptabilitas karir. Artinya dukungan sosial hanya akan bermakna dalam pembangunan adaptabilitas karir apabila dimediasi oleh regulasi diri dalam belajar. Perlunya peningkatan peranan dukungan sosial untuk membantu remaja dalam internalisasi regulasi diri dalam belajar agar mereka dapat membangun adaptabilitas karir yang kuat.;

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ABSTRACTThe background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people;The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people, The background of this study come from problems that often arise in career developmental skill, especially in terms of choosing a career, improve, and maintain consistency in choosing a career (e.g. education). That ability is called career adaptability. This study questioned what factors influence the increase career adaptability. The assumption made is when an individual successfully implementing self-regulation in learning, that its formation is influenced by social support, the planning, selection and career development will be easier to do. To prove these assumptions, this study will look at a relationship between social support as an agent of the formation of self-regulation skills in the development of career adaptability as attitude and readiness to face the challenges of career development task and the situational changes. This study examined the suitability of the model that saw the role of social support in the internalization of self-regulated learning to improve the development of strong and high career adaptability. This study measured three variables: social support as an independent variable, self-regulated learning as mediator variables and career adaptability as the dependent variable. Participants in this study amounted to 1012 new students of all faculties at the UI. For processing the data, this study using structural equation model of Lisrel 8.80, and using multiple regression techniques to test the hypothesis. Anovar was used to rich the rusult. The results of this study indicate that the model proposed in accordance with the data in the field and prove that the variables of self-regulated learning is a full mediator between social support and career adaptability. The implication from this study is, social support such as parents, teachers and peers, had a strategic influence in building regulated learning skill in order to strengthen career adaptability in young people]"

"Perkembangan informasi yang pesat menuntut setiap orang untuk memiliki kompetensi yang semakin tinggi. Setiap orang diharuskan memiliki kemampuan belajar secara mandiri sebagai modal mencapai kesuksesan. Untuk mendukung kemampuan tersebut, dibutuhkan keterampilan dalam mengatur waktu, mengelola motivasi, merencanakan pembelajaran, dan mengevaluasi diri sendiri yang dikenal sebagai keterampilan Self-Regulated Learning (SRL). Keterampilan SRL memiliki peranan yang penting untuk mengoptimalkan pembelajaran seseorang guna mencapai kompetensi yang lebih tinggi. Oleh karena itu, diperlukan evaluasi terhadap keterampilan SRL seseorang untuk menilai progres pada proses pembelajarannya. Saat ini, terdapat aplikasi bernama Self-Regulated Online Learning - Questionnaire System (SROL-QS) yang digunakan untuk mengukur keterampilan SRL mahasiswa. Akan tetapi, setelah dilakukan evaluasi menggunakan System Usability Scale (SUS), diketahui bahwa masih terdapat kebutuhan untuk meningkatkan visualisasi yang merepresentasikan hasil keterampilan SRL mahasiswa pada aplikasi tersebut. Penelitian ini memiliki tujuan untuk merancang Information Visualization (Infovis) dari keterampilan online SRL mahasiswa pada aplikasi SROL-QS dalam bentuk high fidelity prototype. Penelitian ini menggunakan pendekatan User-Centered Design (UCD) untuk menghasilkan desain prototipe yang tepat sasaran dan sesuai kebutuhan pengguna. Pengguna terdiri dari mahasiswa dan dosen. Melalui proses analisis data kuesioner dan wawancara pada tahap riset pengguna, ditemukan bahwa mahasiswa memiliki kebutuhan untuk mengetahui nilai dan progres keterampilan SRL serta strategi peningkatannya. Pada sisi dosen, ditemukan kebutuhan untuk memantau keterampilan SRL mahasiswa secara menyeluruh. Berdasarkan kebutuhan yang ditemui dihasilkan sebanyak lima fitur utama yang terdiri dari fitur Menu Utama Mahasiswa, fitur Hasil Pengukuran SRL, fitur Progres Keterampilan SRL Mahasiswa, fitur Dasbor, dan fitur Daftar Mahasiswa. Perancangan prototipe terhadap kelima fitur tersebut menerapkan prinsip Shneiderman’s Eight Golden Rules of Interface Design guna menghasilkan desain dengan kaidah yang baik dan benar. Kemudian, hasil rancangan prototipe dievaluasi menggunakan metode usability testing dan wawancara kontekstual. Evaluasi dengan metode usability testing menghasilkan tingkat keberhasilan untuk mayoritas task sebesar 100% dan satu task sebesar 66,67%. Berdasarkan hasil evaluasi yang dilakukan pada kedua metode tersebut, diperoleh sembilan solusi perbaikan desain prototipe terhadap tiga fitur utama yang diimplementasikan pada tahap perbaikan desain prototipe. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan perancangan InfoVis serta membantu mahasiswa dalam mengetahui keterampilan SRL-nya dan memudahkan dosen dalam memantau keterampilan SRL mahasiswa.

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The rapid development of information requires everyone to have higher competence. Everyone is required to have the ability to learn independently as a capital to achieve success. To support this ability, skills in managing time, managing motivation, planning learning, and evaluating oneself are needed, known as Self-Regulated Learning (SRL) skills. SRL skills are essential in optimizing one's learning to achieve higher competence. Therefore, it is necessary to evaluate one's SRL skills to assess progress in the learning process. Currently, there is an application called Self-Regulated Online Learning - Questionnaire System (SROL-QS), which is used to measure students' SRL skills. However, after an evaluation using the System Usability Scale (SUS) on the SROL-QS application, it is known that there is still a need to improve visualization that represents the results of students' SRL skills. This research aims to design an Information Visualization (InfoVis) of students' online SRL skills on the SROL-QS application in the form of a high-fidelity prototype. This research uses the User-Centered Design (UCD) approach to produce a prototype design that is right on target and according to user needs. Users consist of students and lecturers. Through analyzing questionnaire and interviews data at the user research phase, it was found that students need to know the value and progress of SRL skills and improvement strategies. On the lecturer side, there is a need to monitor students' SRL skills. Based on the needs encountered, five main features were produced: the Menu Utama Mahasiswa feature, Hasil Pengukuran SRL feature, Progres Keterampilan SRL Mahasiswa feature, Dasbor feature, and Daftar Mahasiswa feature. In the user research phase, five main features were generated from analyzing questionnaire and interview data. The prototype design of the five features applied Shneiderman's Eight Golden Rules of Interface Design to produce a design with excellent and correct rules. Then, the results of the prototype design were evaluated using the usability testing method and contextual interviews. Evaluation using the usability testing method resulted in a success rate for most tasks of 100% and one task of 66.67%. Based on the evaluation results in both methods, nine prototype design improvement solutions were obtained for the three main features implemented in the prototype design improvement stage. This research is expected to contribute to the development of InfoVis design to help students know their SRL skills and facilitate lecturers in monitoring students' SRL skills."

"Metode pembelajaran jarak jauh yang diterapkan di Indonesia memunculkan berbagai kendala bagi siswa. Seperti beban tugas, kejenuhan, rasa malas dan kurang peduli pada sekolah, yang pada akhirnya berdampak pada penurunan motivasi akademik. Penelitian ini bertujuan untuk mengetahui apakah terdapat peran dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan terhadap motivasi akademik. Partisipan penelitian ini adalah siswa SMA di Indonesia yang sedang menjalani pembelajaran jarak jauh (N=223). Terdapat tiga alat ukur yang digunakan dalam penelitian ini, yakni Academic Motivation Scale Short Indonesian Version untuk mengukur motivasi akademik, Social Provisions Scale untuk mengukur dukungan sosial dari orang tua yang dipersepsikan oleh siswa, dan Self-Regulated Online Learning untuk mengukur self-regulated learning. Data yang dikumpulkan kemudian diolah menggunakan teknik statistik analisis regresi berganda. Hasil penelitian menunjukkan bahwa dukungan sosial dari orang tua yang dipersepsikan oleh siswa dan self-regulated learning secara bersamaan berperan terhadap motivasi akademik sebesar 18,2% (R2=0,182, p<0,05), dimana self-regulated learning memberikan sumbangan terbesar yakni 18,9% dan -0,7% sisanya merupakan sumbangan dari dukungan sosial dari orang tua yang dipersepsikan oleh siswa. Oleh karena itu, self-regulated learning dapat dikatakan sebagai faktor yang penting dimiliki oleh siswa untuk menjaga dan meningkatkan motivasi akademiknya.

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The distance learning method applied in Indonesia raises various difficulties for students. These include workload, boredom, feeling lazy, and lacking in attentiveness about school, which in turn has an impact on the declining of academic motivation. This study aims to determine whether there is a role of a perceived social support from parents and self-regulated learning simultaneously toward academic motivation. The participants of this study are high school students in Indonesia who are undergoing distance learning (N=233). There are three measuring tools that are used in this study, namely Academic Motivation Scale Short Indonesian Version to measure academic motivation, Social Provisions Scale to measure perceived social support, and Self-Regulated Online Learning to measure self-regulated learning. The data collected is processed using multiple regression statistical techniques. The result of the study showed that there is a role of perceived social support from parents and self- regulated learning simultaneously toward academic motivation by 18,2% (R2=0,182, p<0,05), where self-regulated learning gave the largest contribution, namely 18.9% and the remaining - 0.7% is a contribution from perceived social support from parents. Therefore, self-regulated learning is said to be an important factor for students to maintain and improve their academic motivation."

"Penelitian ini dilakukan untuk mengetahui apakah intervensi psikologis, yang pada umumnya dilakukan secara tatap muka dalam laboratorium, kelas atau Iingkungan lain, dapat dilakukan melalui jarak jauh. Intervensi psikologis pada penelitian ini diberikan dengan tujuan untuk meningkatkan kemampuan belajar mandiri dan prestasi belajar dari mahasiswa tahun pertama pada pendidikan jarak jauh. Dalam konteks sistem pendidikan jarak jauh formal, mahasiswa tahun pertama harus menyesuaikan diri dan menghadapi lingkungan belajar yang berbeda dengan sistem pendidikan tatap muka yang selama ini mereka kenal. Mahasiswa pendidikan jarak jauh diharapkan untuk mampu belajar mandiri jika mereka ingin sukses dalam belajarnya. Penelitian ini adalah penelitian eksperimen lapangan dan dilakukan untuk menjawab dua hipotesis utama, yaitu: (1) intervensi akan meningkatkan secara signifikan kemampuan belajar mandiri dari mahasiswa tahun pertama pendidikan jarak jauh, (2) intervensi akan meningkatkan secara signifikan prestasi belajar dari mahasiswa tahun pertama pendidikan jarak jauh. Intervensi yang diberikan kepada mahasiswa dan khusus dikembangkan pada penelitian ini adalah keterampilan Self Regulated Learning (SRL) (dengan judul ?Strategi Belajar CERDAS pada Pendidikan Jarak Jauh?) dan keteladanan dari mahasiswa pendidikan jarak jauh yang berhasil (dengan judul ?Di Balik Toga Universitas Terbuka?). Subyek penelitian adalah mahasiswa Universitas Terbuka dari Program Administrasi Publik yang mclakukan registrasi pertama pada semester awal tahun 2004. Sampel penelitian di bagi dengan cara random assignment dalam tiga kelompok eksperimen dan satu kelompok kontrol. Analisis hipotesis dilakukan dengan Mulfivariate Analysis of Variances (MANOVA). Hasil analisis menunjukkan bahwa ada perbedaan kemampuan belajar mandiri yang signifikan antara kelompok eksperimen dan kelompok kontrol (p = 0,028). Namun, tidak ada perbedaan prestasi belajar yang signifikan antara kelompok eksperimen dan kelompok kontrol. Analisis lebih detail menunjukkan bahwa ada peningkatan yang signifikan dari salah satu komponen kemampuan belajar mandiri, yaitu komponen kebutuhan belajar, antara kelompok eksperimen dan kelompok kontrol (p = 0,005). Sebagai kesimpulan, penelitian ini membuktikan bahwa intervensi psikologis yang biasanya diberikan pada pendidikan tatap muka ternyata dapat efektif digunakan pada pendidikan jarak jauh. Temuan penelitian ini menunjukkan bahwa intervensi secara signifikan meningkatkan kebutuhan belajar yang kemudian meningkatkan kemampuan belajar mandiri mahasiswa.

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This research was conducted to investigate whether psychological interventions, which usually are provided in face-to-face manners within laboratories, classrooms or other environments could also be given at a distance. The given psychological interventions were aimed at enhancing first year distance education students? self-directed learning abilities and achievement Within the context of formal distance education system, the first year students have to adapt to and to cope with the learning environment that is diiferent from that in the face-to-face educations system they are familiar with. The distance education students were expected to be self-directed learners to succeed in their studies.

This research was a field experimental research and was conducted to answer two main hypotheses as follows: (1) the interventions would significantly increase the first year distance education students?self-directed learning abilities, and (2) the interventions would significantly increase the first year distance education students? achievement. The interventions provided to the students were Self-Regulated Learning Skills (the title was ?Strategi Belajar CERDAS pada Pendidikan Jarak Jauh?) and Modeling of successful distance education learners (the title was ?Di Balik Toga Universitas Terbuka?).

The research subjects were students of Universitas Terbuka?s Public Administration Program, who were first registered in the first semester of 2004. The sample, were randomly assigned into three experimental groups and one control group. The hypotheses were tested using Multivariate Analysis of Variances (MANOVA).

The analysis results show that there was a significant diiference in self-directed learning abilities between the experimental groups and the control group (p = 0.028). However there were no significant diference between the experimental groups and the control group?s achievement. Further analysis also show that there was a significant gained scores of one of the self-directed learning skill components, namely the awareness of the need for learning between the experimental groups and the control group (p = 0.005).

In summary, this research proves that psychological interventions that are usually used in face-to-face education could effectively be used in distance education context as well. As the findings show that the interventions signiticantly increase students? awareness of the need to team that leads to the increase in their self-directed learning abilities."