ANALISIS FAKTOR PENERAPAN SOCIAL SHARE REGULATED LEARNING BAGI SANTRI DI PESANTREN
DOI:
https://doi.org/10.30762/ed.v4i2.2514Keywords:
Social Share Regulated Learning, Santri, PesantrenAbstract
Abstract: Learning strategies based on shared arrangements have begun to spread widely, this is better known as Social Share Regulated Learning (SSRL). Several theories suggest that individuals should be selective in what, when, and who are learning partners, by following learning strategies based on shared arrangements. Thus, it is necessary to analyze the factors that affect the intensity of learners. This study used a sample of 108 students with different backgrounds. From the results of multiple regression analysis, it was found that of the six factors proposed as variables, there were only two variables that influenced the intensity of the learners, namely the age factor and the educational background of the parents. We suggest further studies for a deeper examination and analysis of these factors.
Abstrak: Strategi pembelajaran berdasarkan pengaturan bersama sudah mulai menyebar luas, hal ini lebih dikenal dengan istilah Social Share Regulated Learning (SSRL). Beberapa teori menyarankan bahwa individu harus selektif dalam apa, kapan, dan siapa yang menjadi mitra belajar, dengan mengikuti strategi pembelajaran berdasarkan pengaturan bersama. Dengan demikian, perlu dilakukan analisis terhadap faktor-faktor yang mempengaruhi intensitas peserta didik. Penelitian ini menggunakan sampel sebanyak 108 siswa dengan latar belakang yang berbeda. Dari hasil analisis regresi berganda diketahui bahwa dari enam faktor yang diajukan sebagai variabel, hanya ada dua variabel yang mempengaruhi intensitas peserta didik, yaitu faktor usia dan latar belakang pendidikan orang tua. Kami menyarankan penelitian lebih lanjut untuk pemeriksaan lebih dalam dan analisis faktor-faktor ini.
Downloads
References
Backer, L. De, Keer, H. Van, & Valcke, M. (2014). Socially shared metacognitive regulation during reciprocal peer tutoring : identifying its relationship with students' content processing and transactive discussions. https://doi.org/10.1007/s11251-014-9335-4
Barbara, S. W. B. P., Laura, L., Mcdonald, C., Doris, C., & Marinak, B. (2012). I n s t r uc t i o n, 66(4), 303-314. https://doi.org/10.1002/TRTR.01126
Cahan, S., & Cohen, N. (1989). Age versus Schooling EfFects on Intelligence Development, 1239-1249.
Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The core features of CSCL : Social situation , collaborative knowledge processes and their design. https://doi.org/10.1007/s11412-015-9214-2
Fawait, A. (2017). Pendidikan Pesantren ; Sebagai Suksesi Life Long Education Di Indonesia. Vicratina, 1(2), 53-60. http://riset.unisma.ac.id/index.php/fai/article/view/268
Fawait, A., Setyosari, P., & Ulfa, S. (2020). Identification of Factors Affecting of Character Education Program on High School Students' Self-Regulation Skills. Journal for the Education of Gifted Young Scientists, 8(March), 435-450. https://doi.org/http://dx.doi.org/10.17478/jegys.683155 1
Farooq, M. S., & Berhanu, G. (2011). case of secondary school level Factors Affecting Students ’ Quality Of Academic Performance : A Case Of Secondary, (January).
George, P. S., & George, P. S. (2010). Instruction in the Regular Classroom A Rationale for Differentiating Classroom. Theory Into Practice, (December 2014), 37-41. https://doi.org/10.1207/s15430421tip4403
Hadwin, A. (2011). Socially Shared Regulation : Exploring Perspectives of Social in Self-Regulated Learning Theory. Teachers College Record, 113(2), 240-264.
Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-93. https://doi.org/10.1016/j.learninstruc.2010.05.002
Illeris, Knud, (2011), Contemporary Theories of Learning. Bandung : Nusa Media
Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11-24. https://doi.org/10.1016/j.ijer.2016.10.006
Janssen, J., Erkens, G., & Kirschner, P. A. (2012). Task-related and social regulation during online collaborative learning, 25-3. https://doi.org/10.1007/s11409-010-9061-5
Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016a). Socially shared regulation of learning in CSCL : understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-016-9238-2
Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016b). Socially shared regulation of learning in CSCL : understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 263-280. https://doi.org/10.1007/s11412-016-9238-2
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on Motivation in Collaborative Learning : Moving Beyond the Cognitive “ Situative Divide and Combining Individual and Social Processes, (December 2014), 37–41. https://doi.org/10.1080/00461520903433539
Jr, R. B. M. (2014). Parent Involvement , Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators, 2(8), 564-576. https://doi.org/10.13189/ujer.2014.020805
Lee, A., Donnell, A. M. O., & Kempler, T. (2014). Computers in Human Behavior Exploration of the cognitive regulatory sub-processes employed by groups characterized by socially shared and other-regulation in a CSCL context. Computers In Human Behavior. https://doi.org/10.1016/j.chb.2014.11.072
Malmberg, J., & Hadwin, A. F. (2014). regulation in the context of collaboration . The Journal of Cognitive Education and Psycholog, (October). https://doi.org/10.1891/1945-8959.12.3.267
Manafe, Y. Y., Setyosari, P., Kuswandi, D., & Ulfa, S. (2016). Pengaruh Strategi Kerjasama Kelompok dan Efikasi Diri terhadap Hasil Belajar Keterampilan Teknikal, 4(3), 152-162.
Marzano, R.J., Pickering, D.J. & Pollock, J.E (2001). Classroom instruction that works : Research“ Based Strategies for increasing student achievement. Alexandria, WA : Association for Supervision and Curriculum Development.
Miyake, N., & Kirschner, P. A. (2014). The Social and Interactive Dimensions of Collaborative Learning. In K. R. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.
Mutangi, K. (2016). Understanding Factors Affecting Performance in an Elementary Biostatistics Course at Harare Institute of Technology, 4(6), 479-483. https://doi.org/10.12691/education-4-6-6
Roslan, M., Nor, M., & Malim, M. (2014). Revisiting Islamic education : the case of Indonesia. https://doi.org/10.1108/JME-05-2014-0019
Scardamalia, M., & Bereiter, C. (2006). Knowledge Building : Theory , Pedagogy , and Technology, 97-118.
Suardi, I. (2015). Arabic Teaching and Learning : A Model From Indonesian Muslim Minority. Procedia - Social and Behavioral Sciences, 191, 286-290. https://doi.org/10.1016/j.sbspro.2015.04.236
Reigeluth, Charles M. dan Carr-Chellman, Alison A. (2009). Instructional-Design Theories and Models: Building a Common Knowledge Base. New York: Routledge.
Suardi, I., & Hamid, S. (2013). Technology on Language Teaching and Learning : A Research on Indonesian Pesantren. Procedia - Social and Behavioral Sciences, 83, 585-589. https://doi.org/10.1016/j.sbspro.2013.06.111
Ucan, S., & Webb, M. (2015). Social Regulation of Learning During Collaborative Inquiry Learning in Science : How does it emerge and what are its functions ? Social Regulation of Learning During Collaborative Inquiry Learning in Science : How does it emerge and what are its functions ?, 693(September). https://doi.org/10.1080/09500693.2015.1083634
Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning : How does it emerge and how is it sustained ? Learning and Instruction, 19 (2), 128-143. https://doi.org/10.1016/j.learninstruc.2008.03.001
Volet, S., Vauras, M., Salonen, P., & Volet, S. (2009). Self- and Social Regulation in Learning Contexts : An Integrative Perspective Self- and Social Regulation in Learning Contexts : An Integrative Perspective, (December 2014), 37-41. https://doi.org/10.1080/00461520903213584
Walker, S. E. (2003). Active Learning Strategies to Promote Critical Thinking, 38(3), 263-267.
Yildirim, B. (2011). Critical Thinking in Nursing Process and Education, 1(13), 257-262.
Yusuf, M., & Suardi, I. (2015). Active Learning on Teaching Arabic for Special Purpose in Indonesian Pesantren. Procedia - Social and Behavioral Sciences, 191, 137–141. https://doi.org/10.1016/j.sbspro.2015.04.245
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.