PENGEMBANGAN ANGKET SELF-REGULATION MAHASISWA PENDIDIKAN MATEMATIKA DI MASA PANDEMI COVID-19

Hesty Marwani Siregar(1*),

(1) Universitas Riau
(*) Corresponding Author


Abstract


Penelitian ini bertujuan untuk memperoleh instrumen angket self-regulation mahasiswa Pendidikan Matematika pada saat belajar daring di Masa Pandemi Covid-19 yang valid dan reliabel. Penelitian yang dilakukan merupakan design research dengan model pengembangan ADDIE. Data yang diperoleh pada penelitian ini merupakan data kualitatif berupa komentar atau saran perbaikan dari validator terhadap angket self-regulation yang dikembangkan, dan data kuantitatif berupa skor lembar validasi dari validator dan skor yang diperoleh mahasiswa pada saat uji coba instrumen angket self-regulation untuk dihitung validitas dan reliabilitasnya. Teknik analisis data yang digunakan yaitu teknik analisis deskriptif kualitatif dan deskriptif kuantitatif. Penelitian ini memperoleh hasil berupa angket self-regulation mahasiswa pendidikan matematika di masa pandemi Covid-19. Angket yang dihasilkan terdiri dari 15 butir pernyataan yang diturunkan dari 11 indikator, yaitu indikator menetukan tingkat minimal pencapaian, menetapkan tujuan, pemilihan tempat, pemilihan kondisi, persiapan sebelum mengikuti perkuliahan, cara belajar selama mengikuti perkuliahan, cara belajar untuk memperkuat pemahaman, cara menyelesaikan tugas yang diberikan, alokasi waktu, usaha menemukan cara yang tepat untuk memahami pelajaran yang belum dimengerti, dan refleksi diri.

Keywords


Angket; pandemi Covid-19; pengembangan; self-regulation

References


Bai, B., & Guo, W. (2021). Motivation and Self-Regulated Strategy Use: Relationships to Primary School Students’ English Writing in Hong Kong. Language Teaching Research, 25(3), 378–399. https://doi.org/10.1177/1362168819859921

Barnard-brak, L., Lan, W. Y., & Paton, V. O. (2010). Learning Environment Self-Regulated Learning. International Review of Research in Open and Distance Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769

Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23(2–3), 104–123. https://doi.org/10.1007/s12528-011-9046-7

Chaves-Barboza, E., Trujillo-Torres, J. M., López-Núñez, J. A., & Sola-Martínez, T. (2017). Actions and Achievements of Self-Regulated Learning in Unique Environments. Research on Students Participating in the Graduate Program in Preschool Education at the University of Granada. Journal of New Approaches in Educational Research, 6(2), 135–143. https://doi.org/https://doi.org/10.7821/naer.2017.7.236

Cheng, E. C. K. (2011). The Role of Self-Regulated Learning in Enhancing Learning Performance. The International Journal of Research and Review, 6(1), 1–16.

Dema, C., & Sinwongsuwat, K. (2020). Enhancing EFL Students’ Autonomous Learning of English Conversation During COVID-19 Via Language-in-talk Log Assignments. Education Quarterly Reviews, 3(4), 598–615. https://doi.org/10.31014/aior.1993.03.04.165

Dewi, S. K., & Sudaryanto, A. (2020). Validitas dan Reliabilitas Kuisioner Pengetahuan , Sikap dan Perilaku Pencegahan Demam Berdarah. Prosiding Seminar Nasional Keperawatan Universitas Muhammadiyah Surakarta, 73–79. Program Studi Keperawatan, Universitas Muhammadiyah Surakarta.

Goulão, M. de F., & Menedez, R. C. (2015). Learner Autonomy and Self-regulation in eLearning. Procedia - Social and Behavioral Sciences, 174, 1900–1907. https://doi.org/10.1016/j.sbspro.2015.01.853

Lin, J. W., Lai, Y. C., Lai, Y. C., & Chang, L. C. (2016). Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds. Journal of Computer Assisted Learning, 32(1), 77–93. https://doi.org/10.1111/jcal.12120

Macejka, M. (2014). The Role of Grade Level and Locus of Control in Self- Regulated Learning Strategies of College Students. Journal of Education, Psychology and Social Sciences, 1(2), 1339–1488.

Meesong, P. K., & Jaroongkhongdach, W. (2016). Autonomous Language Learning: Thai Undergraduate Students’ Behaviors. Thai TESOL Journal, 29(2), 156–186.

Muhtarom, Juniati, D., & Siswono, T. Y. E. (2017). Pengembangan Angket Keyakinan Terhadap Pemecahan Masalah dan pembelajaran Matematika. JIPMat, 2(1), 55–64. https://doi.org/10.26877/jipmat.v2i1.1481

Qadaristin, D. F. L. (2021). Assessing Self-Regulated Learning in Primary School: A Systematic Literature Review. OPTIMA: Journal of Guidance and Counseling, 1(1), 55–72.

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y

Sa’adah, N. (2020). Analisis Validasi Pengembangan Angket Minat Siswa Terhadap Proses Pembelajaran Matematika. Ed-Humanistics : Jurnal Ilmu Pendidikan, 5(1), 624–627. https://doi.org/10.33752/ed-humanistics.v5i1.702

Siregar, H. M., & Siregar, S. N. (2021). Profil Self Regulation Mahasiswa Pendidikan Matematika FKIP Universitas Riau di Masa Pandemi Covid-19. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 4(1), 1–10. https://doi.org/10.24176/anargya.v4i1.5601

Subekti, F. E., & Akhsani, L. (2020). Pengembangan Modul Statistika Deskriptif Berbasis Pemecahan Masalah. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(3), 530–539. https://doi.org/10.24127/ajpm.v9i3.2869

Yen, C.-J., Tu, C.-H., Sujo-Montes, L., & Sealander, K. (2016). A Predictor for PLE Management: Impacts of Self- Regulated Online Learning on Students’ Learning Skills. Journal of Educational Technology Development and Exchange, 9(1), 29–48. https://doi.org/10.18785/jetde.0901.03

Zimmerman, B. J. (2015). Self-Regulated Learning: Theories, Measures, and Outcomes. International Encyclopedia of the Social & Behavioral Sciences: Second Edition, 541–546. https://doi.org/https://doi.org/10.1016/B978-0-08-097086-8.26060-1

Zuliani, D., Florentinus, T. S., & Ridlo, S. (2017). Pengembangan Instrumen Penilaian Karakter pada Siswa Kelas IV Sekolah Dasar. Journal of Educational Research and Evaluation, 6(1), 46–54. https://doi.org/10.15294/jrer.v6i1.16207




DOI: http://dx.doi.org/10.24127/ajpm.v10i3.3870

Refbacks

  • There are currently no refbacks.