The Effect of SiJaring LMS-Based Learning Model in Fostering Self-Regulated Learning among Islamic Education Students in Indonesia
Keywords:
Learning model, learning management system, self-regulated learning, SiJaring LMS model, Islamic Civilization History classes
Abstract
This research aimed to investigate the effectiveness of the SiJaring Learning Management System (LMS)-based learning model in the Islamic Civilization History course at Islamic Religious Higher Education institutions in East Kalimantan, Indonesia. The study employed a quantitative research approach with a quasi-experimental design. A total of 320 respondents were selected as research participants from a population of 1,890. Data was collected through questionnaires administered to two groups, namely the experimental group and the control group. Each respondent underwent pretest and posttest sessions. Statistical analysis using SPSS revealed a significant difference in mean scores between the pretest and posttest results of the experimental group, with a mean difference of 45.61. Furthermore, the independent t-test demonstrated a significant difference in mean scores between the experimental and control groups' post-test results, with a mean difference of 45.1234. These findings indicate that the implementation of the SiJaring LMS-based learning model effectively promotes self-regulated learning among students in the Islamic Civilization History course at Islamic Religious Higher Education institutions in East Kalimantan, Indonesia.
References
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Matuk, C., Linn, M. C., & Eylon, B.-S. (2021). Technology to support teachers to personalize self-regulated learning: Promise and challenges. Computers & Education, 166. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104147
Muhammad, T. (2017). Perancangan learning management system menggunakan konsep Computer Supported Collaborative Learning. Jurnal Pendidikan Teknologi Informasi, 1.
Mulyadi, M., & Syahid, A. (2020). Faktor pembentuk dari kemandirian belajar siswa. Al-Liqo: Jurnal Pendidikan Islam, 5(02), 197–214. https://doi.org/10.46963/alliqo.v5i02.246
Nikolopoulou, K., & Gialamas, V. (2016). Barriers to ICT use in high schools: Greek teachers’ perceptions. Journal of Computers in Education, 3(1), 59–75.
Paseleng, M. C., Kusuma, D., & Sanoto, H. (2022). Analisis kemandirian belajar mahasiswa dalam pembelajaran berbasis Moodle pada Flearn UKSW. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(3), 267–273. https://doi.org/10.24246/j.js.2022.v12.i3.p267-273
Pratiwi, I. D., & Laksmiwati, H. (2016). Kepercayaan diri dan kemandirian belajar pada siswa SMA Negeri œX. Jurnal Psikologi Teori Dan Terapan, 7(1), 43–49. https://doi.org/10.26740/jptt.v7n1.p43-49
Rahmawati, I., Hikmah, F. N., Assidiqi, H., Khotami, A., & Junaidi, J. (2022). Self-regulated learning mahasiswa dalam pembelajaran daring. Edu Sains: Jurnal Pendidikan Sains Dan Matematika, 10(1), 71–76. https://doi.org/10.23971/eds.v10i1.3441
Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2014). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170–185. https://doi.org/https://doi.org/10.1037/a0037252
Rimm-Kaufman, S. E., Baroody, A. E., Sandilos, L. E., & Merritt, E. G. (2020). English learners’ achievement in mathematics and science: Examining the role of self-efficacy. Journal of School Psychology, 79, 1–15. https://doi.org/10.1016/j.jsp.2020.02.002
Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia - Social and Behavioral Sciences, 112, 190–198. https://doi.org/10.1016/j.sbspro.2014.01.1155
Sari, R. M. M., & Priatna, N. (2020). Model-model pembelajaran di era revolusi Industri 4.0 (E-learning, M-learning, AR-learning dan VR-learning). Biormatika : Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan, 6(1), 107–115. https://doi.org/10.35569/biormatika.v6i1.699
Sobri, M., Nursaptini, N., & Novitasari, S. (2020). Mewujudkan kemandirian belajar melalui pembelajaran berbasis daring di perguruan tinggi pada era industri 4.0. JURNAL PENDIDIKAN GLASSER, 4(1), 64–71. https://doi.org/10.32529/glasser.v4i1.373
Sugiono, S. (2017). Metode penelitian kuantitaif kualitatif dan R&D. Alfabeta.
Supratiknya, A. (2022). Metodologi penelitian kuantitatif & kualitatif dalam psikologi. universitas Sanata Dharma.
Waschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103–114. https://doi.org/https://doi.org/10.1016/j.learninstruc.2013.09.005
Weinhardt, J. M., & Sitzmann, T. (2019). Revolutionizing training and education? Three questions regarding massive open online courses (MOOCs). Human Resource Management Review, 29(2), 218–225. https://doi.org/https://doi.org/10.1016/j.hrmr.2018.06.004
Wu, M. Q., Cieslik, V. V., Askari, S., Hadwin, A. F., & Hood, M. (2023). Measuring the complexity of self-regulated learning and academic challenges for adolescents in Canada. Journal of Psychoeducational Assessment, 0(0), 1–15. https://doi.org/10.1177/07342829231221851
Yulanda, N. (2017). Pentingnya self-regulated learning bagi peserta didik dalam penggunaan gadget. Research and Development Journal of Education, 3(2). https://doi.org/10.30998/rdje.v3i2.2013
Zahro, I. F. Z. I. F., Amalia, R. A. R., & Sugito, S. (2021). Deskripsi kemandirian siswa dalam pembelajaran daring Pada masa pandemi Covid. Attanwir : Jurnal Keislaman Dan Pendidikan, 12(1), 63–75. https://doi.org/10.53915/jurnalkeislamandanpendidikan.v12i1.50
Zhao, S. R., & Cao, C. H. (2023). Exploring relationship among self-regulated learning, self-efficacy and engagement in blended collaborative context. SAGE Open, 13(1), 1–11. https://doi.org/10.1177/21582440231157240
Zimmerman, B. J. (2000). Attaining self-regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/https://doi.org/10.1080/ 00461520.2013.794676
Zimmerman, B. J., & Schunk, D. H. (2008). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Lawrence Erlbaum Associates.
Zumbrunn, S., Broda, M., Varier, D., & Conklin, S. (2021). Invitational and self-regulated learning in diverse classrooms. Journal of Invitational Theory and Practice, 27.
Araka, E., Maina, E., Gitonga, R., Oboko, R., & Kihoro, J. (2021). University students’ perception on the usefulness of learning management System Features in promoting self-regulated learning in online learning. International Journal of Education and Development Using Information and Communication Technology, 17(1), 45–64.
Arikunto, S. (2021). Dasar-dasar evaluasi pendidikan edisi 3. Bumi Aksara.
Arista, M., Sadjiarto, A., & Santoso, T. N. B. (2022). Pengaruh motivasi belajar dan teman sebaya terhadap kemandirian belajar pelajaran ekonomi pada pembelajaran daring di masa pandemi. Jurnal Basicedu, 6(4), 7334–7344. https://doi.org/10.31004/basicedu.v6i4.3499
Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193–211. https://doi.org/10.1007/s11251-011-9167-4
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13.
Cerezo, R., Bogarín, A., Esteban, M., & Romero, C. (2020). Process mining for self-regulated learning assessment in e-learning. Journal of Computing in Higher Education, 32(1), 74–88. https://doi.org/10.1007/s12528-019-09225-y
Chen, J., Hwang, G.-J., & Chen, P. (2020). Facilitating EFL students’ self-regulated learning in personalized vocabulary mobile learning. Australasian Journal of Educational Technology, 36(4), 38–53. https://doi.org/https://doi.org/10.14742/ajet.5402
Chen, P. Y., & Hwang, G. J. (2019). An IRS-facilitated collective issue-quest approach to enhancing students’ learning achievement, self-regulation and collective efficacy in flipped classrooms. British Journal of Educational Technology, 50(4), 1996–2013. https://doi.org/10.1111/bjet.12690
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education Inc.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8.
Ellis, J. M., & Helaire, L. J. (2018). The effects of adolescent self-regulated learning on engagement in a college access program: An exploratory study. AERA Open, 4(1), 1–17. https://doi.org/10.1177/2332858418756051
Goh, T. T., Seet, B. C., & Chen, N. S. (2012). The impact of persuasive SMS on students’ self-regulated learning. British Journal of Educational Technology, 43(4), 624–640. https://doi.org/10.1111/j.1467-8535.2011.01236.x
Gruneisen, L., Dorrenbacher-Ulrich, L., & Perels, F. (2023). Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence. Acta Psychologica, 240, 104053. https://doi.org/10.1016/j.actpsy.2023.104053
Hidayat, M. A., Addaraini, A. F. M., Rahman, M. R., & Hilmi, D. (2021). Pemanfaatan aplikasi Whatsapp sebagai media pembelajaran berbasis distance learning. Tarbiyatuna: Jurnal Pendidikan Ilmiah, 6(1), 53–64. https://doi.org/10.55187/tarjpi.v6i1.4418
Khudri, A. (2022). Penerapan learning management system berbabis web dan pplikasi di Language Center Bina Darma Palembang. Jurnal Ilmiah Matrik.
Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical E-learning environments? Journal of Computer Assisted Learning, 22(1), 24–33. https://doi.org/10.1111/j.1365-2729.2006.00157.x
Krismanto, W., & Tahmidaten, L. (2022). Self-regulated learning in online-based teacher education And training programs. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(1), 413–424. https://doi.org/10.37905/aksara.8.1.413-424.2022
Latipah, E., Adi, H. C., & Insani, F. D. (2021). Academic procrastination of high school students during the Covid-19 pandemic: Review from self-regulated learning and the intensity of social media. Dinamika Ilmu, 21(2). https://doi.org/https://doi.org/10.21093/di.v21i2.3444
Martinez-Lopez, Z., Nouws, S., Villar, E., Mayo, M. E., & Tinajero, C. (2023). Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open, 5, 100291. https://doi.org/10.1016/j.ijedro.2023.100291
Matuk, C., Linn, M. C., & Eylon, B.-S. (2021). Technology to support teachers to personalize self-regulated learning: Promise and challenges. Computers & Education, 166. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104147
Muhammad, T. (2017). Perancangan learning management system menggunakan konsep Computer Supported Collaborative Learning. Jurnal Pendidikan Teknologi Informasi, 1.
Mulyadi, M., & Syahid, A. (2020). Faktor pembentuk dari kemandirian belajar siswa. Al-Liqo: Jurnal Pendidikan Islam, 5(02), 197–214. https://doi.org/10.46963/alliqo.v5i02.246
Nikolopoulou, K., & Gialamas, V. (2016). Barriers to ICT use in high schools: Greek teachers’ perceptions. Journal of Computers in Education, 3(1), 59–75.
Paseleng, M. C., Kusuma, D., & Sanoto, H. (2022). Analisis kemandirian belajar mahasiswa dalam pembelajaran berbasis Moodle pada Flearn UKSW. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(3), 267–273. https://doi.org/10.24246/j.js.2022.v12.i3.p267-273
Pratiwi, I. D., & Laksmiwati, H. (2016). Kepercayaan diri dan kemandirian belajar pada siswa SMA Negeri œX. Jurnal Psikologi Teori Dan Terapan, 7(1), 43–49. https://doi.org/10.26740/jptt.v7n1.p43-49
Rahmawati, I., Hikmah, F. N., Assidiqi, H., Khotami, A., & Junaidi, J. (2022). Self-regulated learning mahasiswa dalam pembelajaran daring. Edu Sains: Jurnal Pendidikan Sains Dan Matematika, 10(1), 71–76. https://doi.org/10.23971/eds.v10i1.3441
Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2014). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170–185. https://doi.org/https://doi.org/10.1037/a0037252
Rimm-Kaufman, S. E., Baroody, A. E., Sandilos, L. E., & Merritt, E. G. (2020). English learners’ achievement in mathematics and science: Examining the role of self-efficacy. Journal of School Psychology, 79, 1–15. https://doi.org/10.1016/j.jsp.2020.02.002
Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia - Social and Behavioral Sciences, 112, 190–198. https://doi.org/10.1016/j.sbspro.2014.01.1155
Sari, R. M. M., & Priatna, N. (2020). Model-model pembelajaran di era revolusi Industri 4.0 (E-learning, M-learning, AR-learning dan VR-learning). Biormatika : Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan, 6(1), 107–115. https://doi.org/10.35569/biormatika.v6i1.699
Sobri, M., Nursaptini, N., & Novitasari, S. (2020). Mewujudkan kemandirian belajar melalui pembelajaran berbasis daring di perguruan tinggi pada era industri 4.0. JURNAL PENDIDIKAN GLASSER, 4(1), 64–71. https://doi.org/10.32529/glasser.v4i1.373
Sugiono, S. (2017). Metode penelitian kuantitaif kualitatif dan R&D. Alfabeta.
Supratiknya, A. (2022). Metodologi penelitian kuantitatif & kualitatif dalam psikologi. universitas Sanata Dharma.
Waschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103–114. https://doi.org/https://doi.org/10.1016/j.learninstruc.2013.09.005
Weinhardt, J. M., & Sitzmann, T. (2019). Revolutionizing training and education? Three questions regarding massive open online courses (MOOCs). Human Resource Management Review, 29(2), 218–225. https://doi.org/https://doi.org/10.1016/j.hrmr.2018.06.004
Wu, M. Q., Cieslik, V. V., Askari, S., Hadwin, A. F., & Hood, M. (2023). Measuring the complexity of self-regulated learning and academic challenges for adolescents in Canada. Journal of Psychoeducational Assessment, 0(0), 1–15. https://doi.org/10.1177/07342829231221851
Yulanda, N. (2017). Pentingnya self-regulated learning bagi peserta didik dalam penggunaan gadget. Research and Development Journal of Education, 3(2). https://doi.org/10.30998/rdje.v3i2.2013
Zahro, I. F. Z. I. F., Amalia, R. A. R., & Sugito, S. (2021). Deskripsi kemandirian siswa dalam pembelajaran daring Pada masa pandemi Covid. Attanwir : Jurnal Keislaman Dan Pendidikan, 12(1), 63–75. https://doi.org/10.53915/jurnalkeislamandanpendidikan.v12i1.50
Zhao, S. R., & Cao, C. H. (2023). Exploring relationship among self-regulated learning, self-efficacy and engagement in blended collaborative context. SAGE Open, 13(1), 1–11. https://doi.org/10.1177/21582440231157240
Zimmerman, B. J. (2000). Attaining self-regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. https://doi.org/https://doi.org/10.1080/ 00461520.2013.794676
Zimmerman, B. J., & Schunk, D. H. (2008). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Lawrence Erlbaum Associates.
Zumbrunn, S., Broda, M., Varier, D., & Conklin, S. (2021). Invitational and self-regulated learning in diverse classrooms. Journal of Invitational Theory and Practice, 27.
Published
2023-12-31
How to Cite
Sugiyono, S., Nasir, M., & Tahir, M. (2023). The Effect of SiJaring LMS-Based Learning Model in Fostering Self-Regulated Learning among Islamic Education Students in Indonesia. Dinamika Ilmu, 23(2), 303-316. https://doi.org/10.21093/di.v23i2.8157
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