Review of Learning Styles on Student with Self-Regulated Learning
Abstract Views:
62 times
PDF-Full Text Downloads:
41 times
Abstract
The aim of this study was to test the theoretical model of the effects of field-dependent and field- independent learning styles on students with self-regulated learning. The subjects of this study were students of Faculty of Education in Islamic Studies at Islamic State College in Kudus. The samples (N = 239) were collected using simple random sampling method where questionnaires were completed in the form of scales. The data was analyzed using SEM. The results showed that the proposed model fit the data (p = .037, GFI = .951, AGFI = 923, TLI = .985, and RMSEA = .037). The field-dependent learning style had significant negative effects on the three learning components of self-regulated learning (motivation, meta-cognition and behavior); while the field-independent learning style had significant positive effects on the three learning components of self-regulated learning (motivation, meta-cognition and behavior).
Penelitian ini bertujuan untuk menguji model teoretik tentang pengaruh tipe gaya belajar field- dependent dan field independence terhadap belajar berdasar regulasi diri mahasiswa. Populasi dalam penelitian ini adalah seluruh mahasiswa program studi Pendidikan Agama Islam (PAI), Jurusan Tarbiyah, Sekolah Tinggi Agama Islam Negeri (STAIN) Kudus. Sampel penelitian ini berjumlah 239 yang diambil melalui tehnik pengambilan sampel simple random sampling. Adapun teknik pengumpulan data yang digunakan dalam penelitian ini adalah kuesioner dalam bentuk skala. Data dianalisis dengan menggunakan Model Persamaan Struktural atau Structural Equation Modeling (SEM). Hasil penelitian menunjukkan bahwa, model yang dirancang dalam penelitian ini sesuai atau layak (p = .037, GFI = .951, AGFI = 923, TLI = .985 dan RMSEA = .037). Gaya belajar field-dependent berpengaruh signifikan secara negatif terhadap tiga komponen belajar berdasarkan regulasi diri yaitu motivasi, meta-kognisi dan perilaku. Sementara gaya belajar field independence berpengaruh signifikan secara positif terhadap tiga komponen belajar berdasarkan regulasi diri yaitu motivasi, meta-kognisi dan perilaku.
Downloads
References
Alsa, A. (2005) Program belajar, jenis kelamin, belajar berdasar regulasi diri dan prestasi belajar matematika pada pelajar SMA Negeri dI Yogyakarta (Unpublished dissertation). Faculty of Psychology, University of Gadjah Mada.
Barnard, L., Lan, Y.L., Crooks, M.S., & Paton, V.O. (2008). The relationship between epistemological beliefs and self-regulated learning skills in the online course environment. MERLOT Journal of Online Learning and Teaching, 4(3), 261-266.
Cassidy, S. (2012). Self-regulated learning in higher education: Identifying key component process. SiHe, 37(3), 1-26
Chan, K. (2003). Hong Kong teacher education students' epistemological beliefs and approaches to learning. Journal Research in Education,69, 36-50
Chan, K. (2007). Hong Kong Teacher Education student’s epistemological beliefs and their relations with conceptions of learning and learning strategies. The Asia Pacific-Education Researcher, 16(2), 199-214.
de Bruin, A.B., Thiede, K.W., & Camp, G. (2001). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109(3), 294-310.
Evensen, D.H., Salisbury-Glennon, J.D., & Glenn, J. (2001). A qualitative study of six medical students in a problem-based curriculum toward a situated model of self-regulation. Journal of Educational Psychology, 93, 659-676.
Ghozali, I. (2008) Model persamaan structural: Konsep dan aplikasi dengan program Amos 16.0. Semarang: Universitas Diponegoro.
Ghufron, M.N., & Risnawita, R., (2012) Gaya belajar: Kajian teoretik. Yogyakarta: Pustaka Pelajar
Goodarzi, H., & Mirhashemi, M. (2013). Self-Regulated learning and cognitive learning style among psychology students. J. Basic. Appl. Sci. Res., 3(7) 411-416.
Gunawan, W. A. (2006). Genius learning strategy. Jakarta: PT. Gramedia.
Harris, K. R., Friedlander, B.D., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education, 39(3), 145-156.
Jarvela, S., & Jarvenoja, H. (2011). Sosially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
Keefe, J.W. (1979). Learning style: An overview. In NASSP’s student learning styles: Diagnosis and prescribing programs (pp. 1-17). Reston, VA: National Association of Secondary School Principals.
Key, J.P. (1997). Research design in occupational education. Oklahoma State University. Retrieved from http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage15.htm
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Luk, S. (1998). The relationship between cognitive style and academic achievement. British Journal of Educational Technology, 29, 137-147.
Merriam, S. B., & Caffarella, R. S. (1991). Learning in adulthood. San Francisco, CA: Jossey-Bass.
Phan, H.P. (2008).Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning. Electronic Journal of Research in Educational Psychology, N14.vol 6(1),2008.ISSN:1696-2095.pp.157-184.
Purdie, N., Hattie, J., Douglas G. (1996). Student conception of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88, 87-100.
Riding, R.& Rainer, S. (2002). Cognitive style & learning strategies understanding style differences in learning and behaviour. London: David Fulton Publishers.
Schuck, D.H., & Etmer, P.A., (1999). Self regulatory processes during computer skill acquistion: Goal and self-evaluative influences. Journal of Educational Psychology, 91, 251-260.
Shannon, S. V. (2008). Using metacognitive strategies and learning styles to create self-directed learners Institute for Learning Styles Journal, 1, 14-28
Shaw, G., & Marlow, N. (1999) The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning. COMPUT EDUC , 33(4) 223 - 234.
Susilo, M. J. (2006). Gaya belajar menjadikan makin pintar. Yogyakarta: Penerbit Pinus.
Vermunt, J.D.H.M. (1992). Qualitative analysis of the interplay between internal and external regulation of learning in two different learning environments. International Journal of Psychology, 27(3, 4), 754.
Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). The effect of training and of structural aids on performance in three tests of space orientation. (Report No. 80). Washington, D.C.: Civil Aeronautics Administration, Division of Research.
Wolters, C.A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265-283.
Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
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, 51-59.
Zimmerman, B. J. (1989). A social cognitive view of self regulated academic learning. Journal of Educational Psychology, 81, 329-339.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in ANIMA are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful, non-commercial purpose in any medium, provided you give appropriate credit to ANIMA and the original Author(s), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective Author(s), without restrictions. A non-exclusive license is granted to ANIMA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
By publishing in ANIMA, Author(s) grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
