Self Regulated Learning (SRL) Design to Enhance Student Achievement in the Enviromental Science Course Facilitating by E-learning
Norma Wahyu Tri Mentari(a*), Wachju Subchan(a), Supeno(a)
a) Postgraduate of Science Education, Faculty of Teacher Training and Education, University of Jember. Jalan Kalimantan 37, Jember 68121, Indonesia
*mentarinorma[at]gmail.com
Abstract
This research is based on the characteristics of dependently the second semester students in college who do not have the readiness to learn independently as needed. The purpose of this study is to develop self regulated learning (SRL) design for environmental science course facilitating by e-learning. This development research was adapted from the 4D Thiagaradjan development model. The results showed that: (1) SRL design consist of seven stages which do in class and online through e-learning; (2) the validation of the learning design concept is 97% and instrument validation is 87.5%, it is concluded that the design good and feasible to be used in the class; (2) there are differences in student learning outcomes, the results of pretest 62 and posttest 75.4, n-gain results are 0.35 or medium category, which means the design is effective to enhance student achievement.
Keywords: Self Regulated Learning, Development of Learning Design
Topic: Science Education