4 (2) (2021) 87-91
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
The Impact of Online Learning on Self-Regulated Learning and Learning Outcomes in Junior High School Students
Christian Arief Jaya, Vista Gustina Simanungkalit Universitas Negeri Semarang, Indonesia
Info Articles
____________________
Keywords:
online learning, self-regulated learning, learning out comes _________________________
Abstract
________________________________________________________________
This research was based on the COVID-19 pandemic conditions which forced offline/face-to-face learning had been replaced with online learning. It was necessary for the teachers to package online learning which provided benefits for students in increasing their competence. This research was conducted to determine the impact of online learning which was packaged by teachers on self-regulated learning and learning outcomes for Junior High School Students. This research used descriptive quantitative method by using Google form taken from 250 students from several Junior High Schools in Semarang. Based on the research result, it can be concluded that online learning which was packaged by teachers has the effect of decreasing students’ self-regulated learning and learning outcomes that are not entirely complete from several existing subjects.
e-ISSN 2549-0338
Journal of Curriculum Indonesia 4 (2) (2021) INTRODUCTION
Face-to-face education is the way of education that we have been taking so far, but that method was finally stopped due to the COVID-19 pandemic that attacked Indonesia in mid-March 2020. Online learning is the solution to continue teaching and learning process in Indonesia education. It is implemented by referring to circular letter number 4 of 2020 regarding education regulations during the Covid-19 pandemic. This policy is based on the Circular of the Ministry of Education and Culture of the Republic of Indonesia Number 15 of 2020 regarding guidelines for implementing learning from home during the Covid-19 pandemic (Ministry of Education and Culture 2020:1–18).
Online learning is a learning activity carried out using internet network-based technology (Pohan 2020: 2). It can be done if the supporting components are available. These components include; (1) e-learning infrastructure, for example: computer/laptop or smart phone, internet network, and teleconference equipment; (2) e-learning systems and applications, including managed software systems such as class management, materials, discussion forums, and scoring systems; and (3) e-learning content, including teaching materials in the form of multimedia or text (Winarno &
Setiawan, 2013).
Arifin & Herman (2018), suggest that the application of online learning can: (1) make students have more opportunities to use the knowledge and skills they already had; (2) make students actively participate in learning and active in expressing their ideas; (3) stimulate students to respond the problems in their own way; (4) make students more motivated to provide evidence and explanations based on the strategies which they have chosen to solve problems; and (5) make the experience of students wider so that their understanding of the concept can increase. In their research, Arifin &
Herman (2018) found that the application of online learning encourages students to learn more actively.
However, the lack of social interaction during online learning forces students to be able to increase their self-regulated learning in order to obtain maximum learning outcomes. Self-regulated learning is needed for every student, so that students have a responsibility senses in controlling and disciplining them, in addition to being able to develop learning abilities based on their will (Tahar &
Enceng, 2006). Self-Regulated learning is a learning activity that runs more based on someone's own abilities, own choices and self-responsibility (Hadi & Farida 2012). Students can be said to have self- regulated learning if they are able to perform learning tasks without dependence on others. Self- regulated learning has several parameters, namely: (1) having the initiative and intrinsic learning motivation; (2) having the habit of observing learning needs; (3) having ability to determine learning objectives/targets; (4) having ability to supervise, regulate, and regulate learning methods; (5) having ability to see difficulties as challenges; (6) having ability to use and search for relevant sources; (7) having ability to determine and apply learning strategies; and (8) having ability to evaluate the process and learning outcomes (Sumarmo, 2010). Based on this description, self-regulated learning is needed in online learning for students.
The implementation of online learning will certainly have an impact on student learning outcomes, and this cannot be separated from student’s self-regulated learning. It means that online learning requires self-regulated learning from students to be able to understand the material which had been taught by the teacher, because it has a positive effect on learning outcomes (Handayani &
Hidayat, 2018). Darr & Fisher (Supianti, 2016) in their research found that self-regulated learning was positively correlated to the achievement of student learning outcomes. In this article, the researcher wants to see how far the influence of online learning that has been packaged by the teacher using several supporting applications has an impact on student’s self-regulated learning and learning outcomes.
Journal of Curriculum Indonesia 4 (2) (2021) METHODS
This study used descriptive quantitative research methods. The populations were junior high school students from several schools in Semarang. Total of the participants were 255 junior high school students. The instrument for data collection was a self-regulated learning’s instrument compiled by Hidayati and Listyani (2010). This instrument consisted of 20 questions distributed via Google form and uses a Likert scale with five alternative answers, namely (5 = Strongly Agree/SS), (4 = Agree/S), (3 = Neutral/N), (2 = Disagree/TS), and (1 = Strongly Disagree/STS). The types of statements in this instrument were positive and negative statements. Learning outcomes are taken from data obtained after some activity assessments were held, such as: 1) attendance was made online using the Google classroom application; 2) evaluation was made in the form of an online test;
3) interact with the teacher was done by using audio-visual and/or use chat facilities; 4) discussion was done through forums (optional) in one semester.
RESULTS AND DISCUSSION
Online learning was packaged by teachers using the Google Classroom application, combined with Google Meet for virtual interactions and WhatsApp for communication. The activities carried out by teachers during learning using virtual classes are: 1) opening class activities, here the teacher gives directions to students to make attendance; 2) closing the class; 3) presentation using Google meet; 4) uploading and downloading the learning materials that will be given; 5) making exam questions, lattices and questions which are completely left to the teacher; 6) correcting the number of students who attend or follow Google meet; 7) providing answers to questions posed by students by using chat during virtual class on Google meet or through WhatsApp group; 8) giving assignments as a projection of the material that has been taught; 9) questioning and answering about the material through the forum (optional).
Based on each statement in the questionnaire, all respondents showed self-regulated in online learning as follows:
Indicator Average score Scale Independence from others 2.56 1-5
Self-confidence 2.49 1-5
Discipline behavior 2.33 1-5
Sense of responsibility 2.02 1-5 Having their own initiative 2.39 1-5
Self-control 2.50 1-5
Total Average 2.38
Based on the table above, it can be concluded that students’ self regulated learning is still relatively low with a total average indicator of 2.38. It can be analyzed in each indicator description, such as: 1) Indicator 1, namely independent of others, the result obtained is 2.56. These results indicate that students are still dependent on other people in learning in this context, namely the teacher. The online learning process makes the face-to-face learning process becomes less so that students have difficulty understanding the material provided because they have limited quotas in virtual meetings. 2) Indicator 2, namely self-confidence, the result obtained is 2.49. These results indicate that students are still not confident in completing the tasks given because of the lack of direct motivation by the teacher which they can get in offline learning. 3) Indicator 3, namely disciplined behavior. The result obtained is 2.33. These results indicate that students are not disciplined in online learning because of the limited time in running virtual meetings, collecting
Journal of Curriculum Indonesia 4 (2) (2021)
assignments and others. Students always complain about their limitations in using the Google Classroom and Google Meet applications. 4) Indicator 4, namely responsibility sense. The result obtained is 2.02. These results indicate that students still do not feel burdened in this online learning compared to offline learning. 5) Indicator 5, namely having their own initiative. The result obtained is 2.39. These results indicate that students do not have the initiative to learn. They only do what they are told to do while in the virtual room. Beyond that, students tend to be passive and wait for the next command. 6) Indicator 6, namely self-control. The result obtained is 2.50. Students cannot control themselves in terms of learning and playing. Moreover, they are too often use mobile phones in online learning. So they play mobile phones more often for games and social media than doing assignments and looking for learning resources.
Assessment of learning outcomes in schools is very important to measure understanding, development or students’ progress individually. The function of evaluating learning outcomes is to find out the extent of students' understanding in understanding the knowledge insights that have been given by the teacher during the teaching and learning process in order to improve the quality of learning both from academic and non-academic aspects (Sriyanti 2020:11). In this study, the teacher conducted a test that was packaged in a Google form to see how far the competence achievement during online learning was applied. The test is taken at the end of the semester exam where online learning has been going on for 6 months or one semester. Learning outcomes data were taken from 9 subjects at the junior high school level. The learning outcomes are as follows:
Subjects Religions Civics Indonesia English Mathematics Science Social Sports Art and Crafts Average
score
84.23 81.02 84.35 79.98 79.95 79.80 80.54 85.35 81.98
With complete learning outcomes based on minimum completeness criteria in each Junior High School, the following data are obtained:
Subjects Religions Civics Indonesia English Mathematics Science Social Sports Art and Crafts Percentage
of learning complete
ness
100% 100% 100% 90% 88% 89% 97% 100% 100%
Based on the learning outcomes data above, it is concluded that the average value of students after receiving online learning treatment packaged in several platforms, namely google classroom, Google meet and WhatsApp group has not shown maximum results. This data is proven by the percentage of learning completeness for English, mathematics, science and social studies subjects which have not been reached 100%. Thus, the packaging of online learning by teachers has not had a significant effect on students to increase their competence in several subjects. This is certainly a concern for teachers; especially subjects that have not yet reached learning completeness to be able to package online learning that can help students improve their competencies outside of their usual offline learning.
CONCLUSION
After discussing the results of the study, the researchers conclude that the online learning process in several junior high schools in Semarang had been going well. The teacher has packaged learning in several platforms that package online learning, namely Google classroom, Google meet
Journal of Curriculum Indonesia 4 (2) (2021)
and WhatsApp group. After online learning run for one semester, data was obtained from several variables that researchers wanted to see from the impact of online learning. It turns out that online learning packaged by teachers makes students' self-regulated learning has decreased. And this also has an impact on student learning outcomes where there are 4 subjects out of 9 subjects that do not achieve 100% completeness in learning. The researcher concludes it based on the research conducted by Handayani & Hidayat (2018). It can be concluded that online learning research requires self- regulated learning from students to be able to understand the material being taught, because self- regulated learning has a positive effect on learning outcomes and does not apply to some conditions.
Because based on the data obtained, the students' self-regulated learning decreased and learning outcomes are not entirely complete from several existing subjects.
Based on the conclusion from the research, the researcher suggests that further research be conducted to see why students' self-regulated decreases during online learning where this affects student learning outcomes. The researcher also suggests re-analyzing the packaging of online learning by the teacher whether it is based on the terms and conditions of packaging online learning for Junior High School students.
ACKNOWLEDGEMENT
The researcher would like to thank the Headmasters from several schools in Semarang for giving permission to take samples of the research conducted by the author so that this research can run well.
REFERENCES
Arifin, F., & Herman, T. (2018).Pengaruh pembelajaran e-learning model web centric course terhadap pemahaman konsep dan kemandirian belajar matematika siswa.Jurnal Pendidikan Matematika, 12(2), 1–
12.
Hadi, S., & Farida, F. (2012).Pengaruh minat kemandirian dan sumber belajar terhadap pretasi belajar siswa pada mata pelajaran IPS kelas VII SMP Negeri 5 Ungaran. Jurnal Pendidikan Ekonomi Dinamika Pendidikan, 7(1), 8-13. DOI: 10.15294/dp.v7i1.4913
Handayani, N., & Hidayat, F. (2018). Hubungan kemandirian terhadap hasil belajar siswa mata pelajaran matematika di kelas X SMK kota cimahi. Journal on Education, 1(2), 1–8.
Hidayati, K & Listyani, E (2010) Pengembangan instrumen kemandirian belajar mahasiswa. Jurnal Penelitian dan Evaluasi Pendidikan. 14(1) 84-99 . DOI: 10.21831/pep.v14i1.1977
Kementerian Pendidikan Dan Kebudayaan. 2020. “Pedoman Penyelenggaraan Belajar Dari Rumah DalamMasa Darurat Penyebaran Corona Virus Disease (Covid-19).” Surat Edaran Nomor 15 Tahun 2o2o Pohan, Albert Efendi. 2020. Konsep Pembelajaran Daring Berbasis Pendekatan Ilmiah. Penerbit Cv. SarnuUntung.
Sriyanti, Ika. 2020. Evaluasi Pembelajaran Matematika. Uwais Inspirasi Indonesia.
Sumarmo, U. (2010). Kemandirian belajar: apa, mengapa, dan bagaimana dikembangkan pada peserta didik.
http://math.sps.upi.edu/wp-content/uploads/2010/02/KEMANDIRIAN-BELAJAR-MAT-Des-06- new.pdf. Diakses 1 Oktober 2021.
Supianti, I. (2016). Dampak penerapan e-learning dalam pembelajaran matematika terhadap kemandirian belajar mahasiswa.Teorema: Teori dan Riset Matematika, 1(1), 1–6.
Tahar, I., & Enceng.(2006). Hubungan kemandirian belajar dan hasil belajar pada pendidikan jarak jauh.Jurnal Pendidikan Terbuka dan Jarak Jauh, 7(2), 91-101.
Winarno, W., & Setiawan, J. (2013).Penerapan Sistem E-Learning pada Komunitas Pendidikan Sekolah Rumah (Home Schooling). Ultima InfoSys :Jurnal Ilmu Sistem Informasi, 4(1), 45-51.
DOI:10.31937/si.v4i1.241