Pengembangan Model Pembelajaran Self-Regulated Learning melalui Aktivitas Portofolio berbasis HOTS di Perguruan Tinggi

Edy  Herianto; Rispawati Rispawati; Bagdawansyah  Alqadri; Ahmad Fauzan

doi:10.29303/jseh.v10i4.710

Authors

Edy Herianto Prodi PPKn Jurusan PIPS FKIP Universitas Mataram
Rispawati Rispawati Prodi PPKn Jurusan PIPS FKIP Universitas Mataram
Bagdawansyah Alqadri Prodi PPKn Jurusan PIPS FKIP, Universitas Mataram
Ahmad Fauzan Prodi PPKn Jurusan PIPS FKIP Universitas Mataram

DOI:

https://doi.org/10.29303/jseh.v10i4.710

Keywords:

SRL learning model, portfolio activities, high-order thinking skills

Abstract

This study aims to address problems in PPKn learning, particularly the low independence of student learning. Previous research has been limited and has not succeeded in achieving quality learning that integrates self-regulated learning (SRL), portfolios, and high-order thinking skills (HOTS), even though PPKn should encompass cognitive, affective, and psychomotor domains in an integrated manner. This study develops a portfolio-based SRL learning model supported by HOTS, along with syntax and guidelines applicable in PPKn study programs and schools. The method employed is research and development (R&D) to produce and validate products during the one semester. The stages include planning, development, testing, revision, and dissemination. The results indicate that, first, the design of SRL-based learning development and portfolios integrated with HOTS has enabled students to engage in critical thinking, problem-solving, and self-reflection in line with the needs of the PPKn study program. Second, the products generated include learning guides for lecturers and students, portfolios of lecture assignments, and evaluation instruments to assess the effectiveness of learning models based on high-order thinking skills

References

Al-Hawamleh, M. S., Alazemi, A. F., & Al-Jamal, D. A. H. (2022). Digital portfolio and self-regulation in speaking tasks. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00141-w

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Arcoverde, Â. R. dos R., Boruchovitch, E., Góes, N. M., & Acee, T. W. (2022). Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors. Psicologia: Reflexao e Critica, 35(1). https://doi.org/10.1186/s41155-021-00203-x

Arter, J., & McTighe, J. (2001). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Corwin Press.

Bains, M., Kaliski, D. Z., & Goei, K. A. (2022). Effect of self-regulated learning and technology-enhanced activities on anatomy learning, engagement, and course outcomes in a problem-based learning program. Advances in Physiology Education, 46(2), 219–227. https://doi.org/10.1152/advan.00039.2021

Barnawi, & Darojat, J. (2018). Penelitian Fenomenologi Pendidikan Teori dan Praktik. Ar-Ruzz Media.

Barrett, H. C. (2007). Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449.

Beckers, J., Dolmans, D., & van Merriënboer, J. (2022). Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio. Journal of Research on Technology in Education, 54(4), 617–634. https://doi.org/10.1080/15391523.2021.1906363

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.

Brown, S., & Knight, P. (1994). Assessing Learners in Higher Education. London: Kogan Page.

Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.

Chapman, A. L., & Marich, H. (2021). Using Twitter for Civic Education in K-12 classrooms. TechTrends, 65(1), 51–61. https://doi.org/10.1007/s11528-020-00542-z

Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath and Company.

Ding, X. (2022). The construction of Civics in University English Courses in the new media environment. Journal of Environmental and Public Health, 2022. https://doi.org/10.1155/2022/7737504

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: An Introduction (7th ed.). Allyn & Bacon.

Gambo, Y., & Shakir, M. Z. (2021). An Artificial Neural Network (ANN)-based learning agent for classifying learning styles in self-regulated smart learning environment. International Journal of Emerging Technologies in Learning, 16(18), 185–199. https://doi.org/10.3991/ijet.v16i18.24251

He, W., Zhao, L., & Su, Y.-S. (2022a). Effects of online self-regulated learning on learning ineffectiveness in the context of COVID-19. In International Review of Research in Open and Distributed Learning (Vol. 23).

Herianto, E. (2021). How to Apply HOTS-based E-learning in Higher Education? Randwick International of Education and Linguistics Science Journal, 2(2), 158–170. https://doi.org/10.47175/rielsj.v2i2.256

Kemendikbud. (2017). Kerangka Dasar dan Struktur Kurikulum 2013 Edisi Revisi. Jakarta: Kemendikbud.

Kim, N. H., So, H.-J., & Joo, Y. J. (2021). Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course. Australasian Journal of Educational Technology, 37(4), 1–19.

Miao, W. (2022). A study on the teaching design of a Hybrid Civics Course based on the improved attention mechanism. Applied Sciences (Switzerland), 12(3). https://doi.org/10.3390/app12031243

Miles, M. B., Huberman, A., & Saldana, J. (2018). Qualitative Data Analysis: A Methods Sourcebook (4th ed.). Sege Publishing.

Moleong, L. J. (2020). Metodologi Penelitian Kualitatif (37th ed.). Rosda Karya.

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. RoutledgeFalmer.

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1). https://doi.org/10.1186/s40561-021-00146-x

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Handbook of Self-Regulation, 451-502.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. Basic Books.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Boston: Pearson.

Silva Moreira, J., Ferreira, P. C., & Veiga Simão, A. M. (2022). Dynamic assessment of self-regulated learning in preschool. Heliyon, 8(8). https://doi.org/10.1016/j.heliyon.2022.e10035

Sugiono. (2021). Metode Penelitian dan Pengembangan: Research and Development (4th ed., Vol. 3). Alfabeta.

Thomas, J. W. (2000). A Review of Research on Project-Based Learning. The Autodesk Foundation.

Toro, S. (2022). Self-regulated learning strategies for the Introductory Physics Course with minimal instructional time required. Journal of College Science Teaching, 51(5), 16–22.

van der Gulden, R., Timmerman, A., Muris, J. W. M., Thoonen, B. P. A., Heeneman, S., & Scherpbier-de Haan, N. D. (2022). How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? In Perspectives on Medical Education. Bohn Stafleu van Loghum. https://doi.org/10.1007/s40037-022-00727-7

Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. Jossey-Bass.

Wu, J. (2022). Analysis and evaluation of the impact of integrating mental health education into the teaching of University Civics Courses in the context of artificial intelligence. Wireless Communications and Mobile Computing, 2022. https://doi.org/10.1155/2022/5378694

Zembylas, M. (2021). Interrogating the affective politics of white victimhood and resentment in times of demagoguery: The risks for Civics Education. Studies in Philosophy and Education, 40(6), 579–594. https://doi.org/10.1007/s11217-021-09777-6

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of Self-Regulation (pp. 13-39). Academic Press.

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70.

Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive?. The Journal of the Learning Sciences, 12(2), 145-181.