Journal Evaluation in Education (JEE)
Journal Evaluation in Education (JEE)

an Open Access Journal

SINTA

1.6519

Impact

GScholar

16

H-Index

Journal Evaluation in Education (JEE)

an Open Access Journal

Digital Era Dynamics: Uncovering Self-Regulation Patterns in Science Learning Among Border Region Junior High School Students

Luqmanul Hakim Abi Abdillah ORCID
Yogyakarta State University ROR
Indonesia
luqmanulhakim.2023@student.uny.ac.id
Rusdiman Buhera ORCID
Yogyakarta State University ROR
Indonesia
Agung Wijaya Subiantoro ORCID
Yogyakarta State University ROR
Indonesia
Shafina Ade Pratiwi ORCID
Sebelas Maret University ROR
Indonesia
Insih Wilujeng ORCID
Yogyakarta State University ROR
Indonesia
Laifa Rahmawati ORCID
Yogyakarta State University ROR
Indonesia
Share

  • Purpose of the study: The research objective is to provide essential insights into students' self-regulation characteristics in border regions, which can inform strategic efforts to maintain and improve their capabilities as they navigate the challenges of the digital era.

    Methodology: This study used quantitative research with descriptive data analysis involving 198 students from three junior high schools in Nunukan Regency. Data was collected using a self-regulation questionnaire with a Likert scale, which measured four indicators: forethought, volitional control, motivation, and self-reflection. The data was then analyzed using score and average calculations to assess the students' self-regulation profile.

    Main Findings: The study findings reveal that the self-regulation profile of junior high school students in Nunukan Regency is generally in the high category, with an average of 77%. The motivation indicator reached the highest level at 81%, while volitional control was the lowest at 72%. Notably, differences in self-regulation levels were observed across the participating schools and grade levels.

    Novelty/Originality of this study: This study provides a comprehensive understanding of the self-regulation characteristics of students in the border area of Nunukan Regency, which can serve as a basis for developing more effective learning strategies and improving the quality of education in similar contexts. The findings offer valuable insights that can inform the development of targeted interventions and support systems to cater to the specific needs of learners in border regions as they navigate the challenges of the digital era.

  • How to cite

    [1]
    “Digital Era Dynamics: Uncovering Self-Regulation Patterns in Science Learning Among Border Region Junior High School Students”, Jor. Eva. Edu, vol. 6, no. 1, pp. 127–137, Jan. 2025, doi: 10.37251/jee.v6i1.1255.

    More Citation Formats

  • 393
    Abstract views
    276
    Downloads

    Metrics — Badges

    1. N. Afrianty and F. Yolviansyah, “Analisis pengaruh sikap toleransi terhadap hasil belajar siswa fisika di kelas XII IPA SMA Negeri 2 Kota Jambi [Analysis of the influence of tolerance attitudes on physics learning outcomes of class XII IPA SMA Negeri 2 Kota Jambi],” J. Eval. Educ., vol. 2, no. 4, pp. 144–147, 2021, doi: 10.37251/jee.v2i4.244. DOI: https://doi.org/10.37251/jee.v2i4.244
    2. S. Sunandari, A. N. A. Sari, S. Mustainah, M. Viftar, and ..., “Pengaruh era digital pada pembentukan karakter anak di sekolah dasar [The influence of the digital era on the formation of children's character in elementary schools],” J. …, vol. 05, no. 04, pp. 11644–11648, 2023.
    3. L. Kartina, N. Nurmeimana, I. Abamba, and A. J. Aswad, “Ability analysis of providing explanations and strategies in learning science,” J. Eval. Educ., vol. 4, no. 3, pp. 88–94, 2023, doi: 10.37251/jee.v4i3.699. DOI: https://doi.org/10.37251/jee.v4i3.699
    4. N. M. Bayantari, S. H. Indonesiani, and P. I. B. Apsari, “Regulasi diri dalam belajar dan hubungannya dengan stres akademik pada mahasiswa tingkat pertama fakultas kedokteran [Self-regulation in learning and its relationship with academic stress in first year medical students],” J. Imiah Pendidik. dan Pembelajaran, vol. 6, no. 3, pp. 609–618, 2022, doi: 10.23887/jipp.v6i3.51175. DOI: https://doi.org/10.23887/jipp.v6i3.51175
    5. B. J. Zimmerman, “Attaining self-regulation : A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation,” Handb. Self-Regulation, pp. 13–39, 2000. DOI: https://doi.org/10.1016/B978-012109890-2/50031-7
    6. L. Steinberg, “Cognitive and affective development in adolescence,” Trends Cogn. Sci., vol. 9, no. 2, pp. 69–74, 2005, doi: 10.1016/j.tics.2004.12.005. DOI: https://doi.org/10.1016/j.tics.2004.12.005
    7. M. Gajda, A. Małkowska-Szkutnik, and W. Rodzeń, “Self-Regulation in adolescents: Polish adaptation and validation of the self-regulation scale,” Int. J. Environ. Res. Public Health, vol. 19, no. 12, 2022, doi: 10.3390/ijerph19127432. DOI: https://doi.org/10.3390/ijerph19127432
    8. A. L. Grinin, “Self-Regulation as a global evolutionary mega-trend,” pp. 139–164, 2016.
    9. P. A. C. Dinata, Rahzianta, and M. Zainuddin, “Self regulated learning sebagai strategi membangun kemandirian peserta didik dalam menjawab tantangan abad 21 [Self-regulated learning as a strategy to build student independence in responding to the challenges of the 21st century],” in Prosiding Seminar Nasional Pendidikan Sains (SNPS), 2016, pp. 139–146.
    10. C. Emita and S. Lukas, “The effect of learning independence, self-regulation, and social support on learning achievement among psychology department students x university in Covid-19 pandemic era,” JTP - J. Teknol. Pendidik., vol. 24, no. 3, pp. 283–294, 2022, doi: 10.21009/jtp.v24i3.28814. DOI: https://doi.org/10.21009/jtp.v24i3.28814
    11. I. G. Pratama, “Kunci sukses pembelajaran efektif: Tinjauan systematic literature review memahami hubungan [Keys to successful effective learning: A systematic literature review understanding the relationship],” Psycho Aksara, vol. 2, no. 1, pp. 73–79, 2024.
    12. D. D. Utami, P. Setyosari, W. Kamdi, S. Ulfa, and D. Kuswandi, “The effect of smart-pbl learning strategy and academic-self regulated learning on metacognitive & problem-solving skills in learning chemistry,” Period. Tche Quim., vol. 17, no. 35, pp. 960–976, 2020, doi: 10.52571/ptq.v17.n35.2020.79_utami_pgs_960_976.pdf. DOI: https://doi.org/10.52571/PTQ.v17.n35.2020.79_UTAMI_pgs_960_976.pdf
    13. Y. Karlen, S. Hertel, and C. N. Hirt, “Teachers’ professional competences in self-regulated learning: An approach to integrate teachers’ competences as self-regulated learners and as agents of self-regulated learning in a holistic manner,” Front. Educ., vol. 5, no. September, pp. 1–20, 2020, doi: 10.3389/feduc.2020.00159. DOI: https://doi.org/10.3389/feduc.2020.00159
    14. N. K. A. A. Nita and G. N. S. Agustika, “Efikasi diri dan regulasi diri berpengaruh terhadap motivasi belajar pada siswa [Self-efficacy and self-regulation influence students' learning motivation],” Mimb. PGSD Undiksha, vol. 11, no. 1, pp. 81–90, 2023, doi: 10.23887/jjpgsd.v11i1.58234. DOI: https://doi.org/10.23887/jjpgsd.v11i1.58234
    15. W. Dai, Z. Li, and N. Jia, “Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis,” Front. Psychol., vol. 13, no. November, pp. 1–11, 2022, doi: 10.3389/fpsyg.2022.1042843. DOI: https://doi.org/10.3389/fpsyg.2022.1042843
    16. L. Huang et al., “Visualization analysis of global self-regulated learning status, hotspots, and future trends based on knowledge graph,” Sustain., vol. 15, no. 3, pp. 1–20, 2023, doi: 10.3390/su15032798. DOI: https://doi.org/10.3390/su15032798
    17. H. O. Ahmad, “Dinamika Pendidikan Formal di Perbatasan (Studi Kasus Sekolah Tapal Batas di Kecamatan Sebatik Tengah Kabupaten Nunukan Kalimantan Utara),” 2018.
    18. A. Ursache, R. G. Barajas-Gonzalez, and S. Dawson-McClure, “Neighborhood influences on the development of self-regulation among children of color living in historically disinvested neighborhoods: Moderators and mediating mechanisms,” Front. Psychol., vol. 13, no. October, pp. 1–17, 2022, doi: 10.3389/fpsyg.2022.953304. DOI: https://doi.org/10.3389/fpsyg.2022.953304
    19. E. Latipah, H. C. A. Kistoro, and H. Putranta, “How are the parents involvement, peers and agreeableness personality of lecturers related to self-regulated learning?,” Eur. J. Educ. Res., vol. 10, no. 1, pp. 413–425, 2021, doi: 10.12973/EU-JER.10.1.413. DOI: https://doi.org/10.12973/eu-jer.10.1.413
    20. C. A. Prigantari, “Hubungan pola asuh orang tua dan regulasi diri dengan motivasi berprestasi citra [The relationship between parenting patterns and self-regulation with image achievement motivation],” Psikoborneo J. Ilm. Psikol., vol. 7, no. 2, pp. 234–240, 2019, doi: 10.30872/psikoborneo.v7i2.4778. DOI: https://doi.org/10.30872/psikoborneo.v7i2.4778
    21. R. Hamdiyah, M. Y. M. El-Yunusi, and D. Darmawan, “Pengaruh kebiasaan belajar, regulasi diri dan lingkungan sosial terhadap prestasi belajar siswa MTs Al-Ikhwan Gresik [The influence of learning habits, self-regulation and social environment on the learning achievement of students at MTs Al-Ikhwan Gresik],” J. Educ., vol. 6, no. 4, pp. 21190–21210, 2024, doi: 10.31004/joe.v6i4.6036. DOI: https://doi.org/10.31004/joe.v6i4.6036
    22. C. A. R. Putrie, “Pengaruh regulasi diri siswa terhadap prestasi belajar siswa kelas viii pada mata pelajaran ips [The influence of student self-regulation on the learning achievement of grade VIII students in social studies subjects],” Res. Dev. J. Educ., vol. 7, no. 1, p. 136, 2021, doi: 10.30998/rdje.v7i1.8105. DOI: https://doi.org/10.30998/rdje.v7i1.8105
    23. A. H. Ziadat and M. A. Sakarneh, “Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties,” Int. J. Eval. Res. Educ., vol. 11, no. 3, pp. 1028–1039, 2022, doi: 10.11591/ijere.v11i3.22177. DOI: https://doi.org/10.11591/ijere.v11i3.22177
    24. E. K. Essa, “Strategies for Self-regulated learning and associated impact on academic achievement in an EFL context,” EduLine J. Educ. Learn. Innov., vol. 2, no. 4, pp. 533–540, 2022, doi: 10.35877/454ri.eduline1451. DOI: https://doi.org/10.35877/454RI.eduline1451
    25. N. Nurfadhilah, “Analisis Pendidikan Karakter Dalam Mempersiapkan Pubertas Menuju Generasi Emas Indonesia 2045,” J. Pendidik. Dasar, vol. 10, no. 1, pp. 85–100, 2019, doi: 10.21009/jpd.v10i1.11124. DOI: https://doi.org/10.21009/jpd.v10i1.11124
    26. B. J. Zimmerman, “A social cognitive view of Self-Regulated academic learning,” J. Educ. Psychol., vol. 81, no. 3, pp. 329–339, 1989, doi: 10.1037/0022-0663.81.3.329. DOI: https://doi.org/10.1037//0022-0663.81.3.329
    27. C. A. Wolters, P. R. Pintrich, and S. A. Karabenick, Assessing Academic Self-Regulated Learning, Vol 3. Boston: The Search Institute Series on Developmentally Attentive Community and Society, 2005, doi: 10.1007/0- 387-23823-9 16
    28. D. Straub, M.-C. Boudreau, D. Gefen, D. Straub, M. Boudreau, and D. Gefen, “Communications of the association for information systems validation guidelines for is positivist research validation guidelines for is positivist research validation guidelines for is positivist research,” Commun. Assoc. Inf. Syst., vol. 13, no. 13, pp. 380–427, 2004. DOI: https://doi.org/10.17705/1CAIS.01324
    29. H. Taherdoost, “Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in a research,” SSRN Electron. J., vol. 5, no. 3, pp. 28–36, 2018, doi: 10.2139/ssrn.3205040. DOI: https://doi.org/10.2139/ssrn.3205040
    30. S. Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta, 2010.
    31. J. Zhang and L. J. Zhang, “Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences,” Read. Writ., 2024, doi: 10.1007/s11145-024-10568-x. DOI: https://doi.org/10.1007/s11145-024-10568-x
    32. B. J. Zimmerman, Self-Regulated Learning: Theories, Measures, and Outcomes, Second Edi., vol. 21. Elsevier, 2015. doi: 10.1016/B978-0-08-097086-8.26060-1. DOI: https://doi.org/10.1016/B978-0-08-097086-8.26060-1
    33. E. Panadero, “A review of self-regulated learning: Six models and four directions for research,” Front. Psychol., vol. 8, no. APR, pp. 1–28, 2017, doi: 10.3389/fpsyg.2017.00422.[34] E. K. N. Matitaputty and F. Kurniawati, “Effectiveness of Self-Regulated learning intervention program in forethought phase of a school underachiever,” Psychol. Res. Urban Soc., vol. 3, no. 2, p. 109, 2020, doi: 10.7454/proust.v3i2.95.
    34. E. K. N. Matitaputty and F. Kurniawati, “Effectiveness of self-regulated learning intervention program in forethought phase of a school underachiever,” Psychol. Res. Urban Soc., vol. 3, no. 2, p. 109, 2020, doi: 10.7454/proust.v3i2.95. DOI: https://doi.org/10.7454/proust.v3i2.95
    35. J. Husman and L. Corno, “Volitional control of learning,” Int. Encycl. Educ. Third Ed., pp. 724–731, 2009, doi: 10.1016/B978-0-08-044894-7.00604-7. DOI: https://doi.org/10.1016/B978-0-08-044894-7.00604-7
    36. J. Breitwieser and G. Brod, “The interplay of motivation and volitional control in predicting the achievement of learning goals: An intraindividual perspective,” J. Educ. Psychol., vol. 114, no. 5, pp. 1048–1061, 2022, doi: 10.1037/edu0000738. DOI: https://doi.org/10.1037/edu0000738
    37. M. F. A. F. Majid, M. F. Nalva, and B. Baharuddin, “Self Control dalam meningkatkan konsistensi belajar akademik [Self Control in improving academic learning consistency],” KONSELING J. Ilm. Penelit. dan Penerapannya, vol. 1, no. 1, pp. 41–48, 2019, doi: 10.31960/konseling.v1i1.339. DOI: https://doi.org/10.31960/konseling.v1i1.339
    38. R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp. Educ. Psychol., vol. 61, no. xxxx, p. 101860, 2020, doi: 10.1016/j.cedpsych.2020.101860. DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
    39. L. Zhang et al., “Neural representation and modulation of volitional motivation in response to escalating efforts,” J. Physiol., vol. 601, no. 3, pp. 631–645, 2023, doi: 10.1113/JP283915. DOI: https://doi.org/10.1113/JP283915
    40. D. H. Schunk and J. A. Greene, Handbook of Self-Regulation of Learning and Performance, Second Edi. Newyork: Routledge, 2018. doi: 10.4324/9780203839010. DOI: https://doi.org/10.4324/9780203839010
    41. C. Dignath and G. Büttner, “Teachers ’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews Content courtesy of Springer Nature , terms of use apply. Ri,” pp. 127–157, 2018. DOI: https://doi.org/10.1007/s11409-018-9181-x
    42. J. A. Sloan and T. E. Frank, “Student self-assessment data: an instrument for program assessment,” Intersect. A J. Intersect. Assess. Learn., vol. 4, no. 2, 2023, doi: 10.61669/001c.84511. DOI: https://doi.org/10.61669/001c.84511
    43. D. Paquette and J. Ryan, “Bronfenbrenner ’ s Ecological Systems Theory,” pp. 1–4, 2001.
    44. C. A. Wolters and M. Hussain, “Investigating grit and its relations with college students’ self-regulated learning and academic achievement,” Metacognition Learn., vol. 10, no. 3, pp. 293–311, 2015, doi: 10.1007/s11409-014-9128-9. DOI: https://doi.org/10.1007/s11409-014-9128-9
    45. M. N. Wangid, “The role of Self-Motivation in Self-Regulated learning,” PSIKOPEDAGOGIA J. Bimbing. dan Konseling, vol. 11, no. 1, p. 14, 2022, doi: 10.12928/psikopedagogia.v11i1.14175. DOI: https://doi.org/10.12928/psikopedagogia.v11i1.14175
    46. W. Guo, “Grade-Level differences in teacher feedback and students’ Self-Regulated learning,” Front. Psychol., vol. 11, no. May, pp. 1–17, 2020, doi: 10.3389/fpsyg.2020.00783. DOI: https://doi.org/10.3389/fpsyg.2020.00783
    47. S. A. Abbas, Z. N. Kusumawardani, N. F. Suprayitno, and N. Jafar, “Driving factors of motivation and its contribution to enhance performance. innovative,” J. Soc. Sci. Res., vol. 3, no. 2, pp. 7266–7280, 2023.
    48. M. Muraven, “Building Self-Control strength: Practicing Self-Control leads to improved Self-Control performance,” NIH Public Access, vol. 46, no. 2, pp. 1–9, 2010, doi: 10.1016/j.jesp.2009.12.011.Building. DOI: https://doi.org/10.1016/j.jesp.2009.12.011
    49. American Psychological Association, “Strengthening Self-control,” Am. Psychol. Assoc., pp. 13–15, 2020.
    50. M. Ardelt and S. Grunwald, “The importance of self-reflection and awareness for human development in hard times,” Res. Hum. Dev., vol. 15, no. 3–4, pp. 187–199, 2018, doi: 10.1080/15427609.2018.1489098. DOI: https://doi.org/10.1080/15427609.2018.1489098