PENGARUH KOMPTENSI LITERASI DIGITAL DAN SELF REGULATED LEARNING TERHADAP MOTIVASI BELAJAR MAHASISWA
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Sep 2, 2023
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Abstract
This study aims to describe the effect of digital literacy competence and self-regulated learning on student learning motivation with blended learning patterns. The population in this study were all students of Economics Education level I to IV for the 2022-2023 academic year, a total of 83 students. The type of research used is quantitative research with survey methods. The data collection technique used is through questionnaires. The data analysis technique was performed using multiple regression. The results of the study show that there is a positive and significant influence both partially and simultaneously between digital literacy and self-regulated learning on student learning motivation. Increasing competence and skills in mastering digital literacy and optimizing self-regulated learning for students in chapter 21, which is often referred to as the digitalization era, is urgently needed to continuously increase learning motivation. Efforts to increase learning motivation continuously need to be improved considering the quality of learning is very dependent on how students are motivated to be active and enthusiastic in attending lectures.
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S. Mulyati, “PENGARUH KOMPTENSI LITERASI DIGITAL DAN SELF REGULATED LEARNING TERHADAP MOTIVASI BELAJAR MAHASISWA”, JURNAL EDUCATION AND DEVELOPMENT, vol. 11, no. 3, pp. 210-216, Sep. 2023.
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References
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Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications (4th Ed). Pearson
Sun, Z., Xie, K,. Anderman, L.H. 2016. The Role of Self Regulated Learning in Student’s Success in Flipped Undergraduate Math Courses. Journal address for the Cosresponding Author was Captured ar affiliation for All Authors.
Tang, C. M., & Chaw, L. Y. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?. Electronic Journal of E-Learning, 14(1), 54–65. https://files.eric.ed.gov/fulltext/EJ1099109
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In What do children need to flourish? (pp. 251–270). Springer.
Zimmerman, B.J. (1989). Self Regulated Learning and Academic Achievement. Journal Edducational Psychology.
Zimmerman, B.J. & Bandura, A. (1994). Dimension of Academic Self regulation A Conceptual Framework for Education. In D.H.Schunk.
https://doi.org/10.1016/j.compedu.2018.08.007
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital Game-based Learning and Serious Games in Education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. https://doi.org/10.31695/ijasre.2018.33016.
A.M. Sardiman. (2011). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Pers.
Curtis, E. A., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse Researcher, 23(6). https://journals.rcni.com/doi/pdfplus/10.7748/nr.2016.e1382
Dewi, N. R., Saputri, E., Nurkhalisa, S., & Akhlis, I. (2020). The effectiveness of multicultural education through traditional games-based inquiry toward improving student scientific attitude. Journal of Physics: Conference Series, 1567(4). https://doi.org/10.1088/1742-6596/1567/4/042051.
Eshet, Y. (2012). Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology, 9(2), 267–276. https://www.researchgate.net/publication/312281798
Feldman, P., & Papalia, D. (2014). Menyelami Perkembangan Manusia (Experience Human Development). Jakarta: Salemba Humanika.
Gelo, O., Braakmann, D., & Benetka, G. (2008). Quantitative and qualitative research: Beyond the debate. Integrative Psychological and Behavioral Science, 42(3), 266–290. https://link.springer.com/article/10.1007/s12124-008-9078-3
Greene, J.A., Yu,S.B., & Copeland, D.Z (2014). Measuring Critical Components Of Digital Literacy And Their Relationships With Learning Computers And Education. https://doi.org
Hague, C., & Payton, S. (2011). Digital literacy across the curriculum. Curriculum Leadership, 9(10). http://www.curriculum.edu.au/leader/default.asp?id=33211&issueID=12380
Hyland, N., & Kranzow, J. (2012). Faculty And Student Views Of Using Digital Tools To Enhance Self-Directed Learning And Critical Thinking. International Journal of Self-Directed Learning, 8(2), 11–27. https://www.researchgate.net/publication/303818385_Faculty_and_student_views_of_using_digital_tools_to_enhanceself-directed_learning_and_critical_thinking
Iskandar, A. (2012). Panduan Penelitian Tindakan Kelas bagi Guru. Jakarta: Bestari Buana Murni.
Iskandar., & Mulyati, Sri. (2023). Menulis Skripsi Itu Mudah. Kuningan: Edukati Inti Cemerlang.
Istiningsih, S., & Hasbullah, H. (2015). Blended Learning, Trend Strategi Pembelajaran Masa Depan. Jurnal Elemen, 1(1). https://doi.org/10.29408/jel.v1i1.79
Jannah, S. M. (2019). Analysis Level of Digital Literacy of Digital Natives: How The Impact On Their Self-Regulated Learning?. Ekspektra: Jurnal Bisnis Dan Manajemen, 3(2), 173–185.
https://ejournal.unitomo.ac.id/index.php/manajemen/article/view/1756/1711
Johnson, G., & Davies, S. (2014). Self-Regulated Learning In Digital Environments: Theory, Research, Praxis. British Journal of Research, 1(2), 1–14.
Lee, J., & Martin, L. (2017). Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions. International Review of Research in Open and Distance Learning, 18(5), 148–172.
Mirmoadi, Bagaskara. S., & Satwika. Y.S. (2022). Hubungan Antara Literasi Digital Dengan Self Regulated Learning Pada Mahasiswa. Jurnal Dinamika Manajemen Pendidikan (JDMP), Volume 07, Nomor 01, hlm. 8-23.
Mulyati, S., & Setiawan, I. (2019). Pengembangan Pembelajaran Ekonomi Pendekatan Konstruktivistik-Kontekstual Dengan Perspektif Self Regulated Learning. Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi, Volume 16, Issue 1. https://doi.org/10.25134/equi.v16i01.2016
Muthupoltotage. U., P., & Gardner, L. (2018). Analysing the relationships between digital literacy and self-regulated learning of undergraduates—A preliminary investigation. Dalam N. Paspallis, M. Raspopoulos, C. Barry, M. Lang, H. Linger, & C. Schneider (Eds.). Advances in information systems development (hlm. 1-16). Springer International Publishing.
Nasution. N., Jalinus. N., & Syahril. (2019). Buku Model Blended Learning. Pekanbaru: Unilak Press. http://repository.unp.ac.id/26576/
Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students’ perceived competencies versus actual performance. Computers & Education, 126, 23–36. https://doi.org/10.1016/j.compedu.2018.06.030
Purwasih, R., & Apsari, Y. (2021). Peningkatan Kemampuan Guru-Guru Ma Cahaya Harapan Melalui Pelatihan Pembelajaran Blended Learning Berbasis Lms Moodle Di Era Post Covid-19. Jurnal Pengabdian Masyarakat Khatulistiwa, 4(1). https://doi.org/10.31932/jpmk.v4i1.1060
Santrock.J.W. (2008) Psikologi Pendidikan. Jakarta: Kencana Prenada Media Group.
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications (4th Ed). Pearson
Sun, Z., Xie, K,. Anderman, L.H. 2016. The Role of Self Regulated Learning in Student’s Success in Flipped Undergraduate Math Courses. Journal address for the Cosresponding Author was Captured ar affiliation for All Authors.
Tang, C. M., & Chaw, L. Y. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?. Electronic Journal of E-Learning, 14(1), 54–65. https://files.eric.ed.gov/fulltext/EJ1099109
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In What do children need to flourish? (pp. 251–270). Springer.
Zimmerman, B.J. (1989). Self Regulated Learning and Academic Achievement. Journal Edducational Psychology.
Zimmerman, B.J. & Bandura, A. (1994). Dimension of Academic Self regulation A Conceptual Framework for Education. In D.H.Schunk.