Eksplorasi keterampilan self-directed learning (SDL) siswa SMA: a descriptive research study
Abstract
Abstract: Information, knowledge, and skills needs are never static, always changing and evolving. Thus, students are required to master the capability as a lifelong learners of self-directed learning skills (SDL). The purpose of this study is to describe the level of students' SDL skills, the factors that are related and affect the skills of SDL high school students majoring in MIPA. Descriptive research carried out refers to the steps of research Loeb et al. The research step is carried out only until the fifth stage, namely: (1) identifying a phenomenon; (2) consider features of the most prominent phenomena; (3) identifying the construction or preparing the research plan; (4) determine the observable patterns in the data; and (5) communicate patterns in the data describing the reality of phenomena. The results showed that the student's SDL skills were categorized with a tendency at moderate to upper levels. The lowest SDL student skill score was 53 out of a total score 220. Awareness factors, learning strategies, and evaluations are strongly correlated with SDL skills. While the factors of learning and interpersonal skills are highly correlated with the SDL skills. Outside learning factors such as grade, school, gender, and age levels have an effect of 4.3% on SDL skills. The results of this study can be used as a reference of teachers and researchers who need information about the student's SDL skills and related factors.
Abstrak: Informasi, pengetahuan, dan kebutuhan terhadap keterampilan tidak pernah bersifat statis, selalu mengalami perubahan dan perkembangan.Dengan demikian, siswa dituntut untuk menguasai kapabilitas sebagai pembelajar seumur hidup yaitu keterampilanself-directed learning (SDL).Tujuan penelitian ini adalahmendeskripsikan tingkat keterampilan SDL siswa serta faktor-faktor yang berhubungan dan berpengaruh terhadap keterampilan SDL siswa SMA jurusan MIPA.Penelitian deskriptif yang dilaksanakan mengacu pada langkah-langkah penelitian Loeb dkk. Langkah penelitian hanya dilaksanakan hingga pada tahap lima, yaitu: (1) mengidentifikasi suatu fenomena; (2) mempertimbangkan fitur dari fenomena yang paling menonjol; (3) mengidentifikasi konstruksi atau menyusun perencanaan penelitian; (4) menentukan pola yang dapat diamati dalam data; dan (5) mengkomunikasikan pola dalam data yang menggambarkan realitas fenomena.Hasil penelitian menunjukkan bahwa keterampilan SDL siswa tergolong beragam dengan kecenderungan pada tingkat moderat ke atas.Skor keterampilan SDL siswa terendah adalah 53 dari skor total 220. Faktor kesadaran, strategi belajar, dan evaluasi berkorelasi kuat dengan keterampilan SDL.Sedangkan faktor kegiatan belajar dan kemampuan interpersonal berkorelasi sangat kuat dengan keterampilan SDL.Faktor di luar belajar seperti tingkat kelas, sekolah, jenis kelamin, dan usia berpengaruh sebesar 4.3% terhadap keterampilan SDL.Hasil penelitian ini dapat digunakan sebagai referensi guru maupun peneliti yang membutuhkan informasi mengenai keterampilan SDL siswa dan faktor-faktor terkait.
References
Azwar, S. (2012).Penyusunan Skala Psikologi (Edisi 2). Yogyakarta: Pustaka Pelajar.
Bagheri, M., Ali, W. Z. W., Abdullah, M. C. B., & Daud, S. M. (2013). Effects of Project-Based Learning Strategy on Self-Directed Learning Skills of Educational Technology Students.Contemporary Educational Technology, 4 (1): 15-29.
Bhagat, A., Vyas, R., & Singh, T. (2015).Students Awareness of Learning Styles and Their Perceptions to a Mixed Method Approach for Learning.International Journal of Applied Basic Medical Research, 5 (4): 58-65.
Chianese, G. (2012). Assessment for Learning: A Way to Improve Continuously. Procedia Social and Behavioral Sciences, 46: 2927-2931.
Guglielmino, L. M. (2008). Why Self-Directed Learning?.International Journal of Self-Directed Learning, 5 (1): 1-14.
Hains, B. J. & Smith, B. (2012). Student-Centered Course Design: Empowering Students to Become Self-Directed Learners. Journal of Experimental Education, 35 (2): 357-374.
Kan’an, A. & Osman, K. (2015).The Relationship between Self-Directed Learning Skills and Science Achievement among Qatari Students.Creative Education, 6: 790-797.
Kicken, W., Brand-Gruwel, S., Merrienboer, J. V., & Slot, W. (2009). Design and Evaluation of a Development Portofolio: How to Improve Students’ Self-Directed Learning Skills. Springer, 37: 453-473.
Knowles, Malcolm S. (1975). Self-directed learning: A guide for learners and teachers. Chicago: Follett Publishing Company.
Kowang, T. O., Long, C. S. & Rasli, A. (2015). Innovation Management and Performance Framework for Research University in Malaysia.International Education Studies, 8 (6): 32-45.
Likert, R. (1932). A technique for measurement of attitudes.Archives of Psychology, 140: 5-55.
Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Rober, S. (2017). Descriptive Analysis in Education: A Guide for Researchers. (NCEE 2017–4023). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
Malan, S. B. & Ndlovu, M. (2014).Introducing Problem-Based Learning (PBL) into a Foundation Programme to Develop Self-Directed Learning Skills.South African Journal of Education, 34 (1).
Oxford, R. L., Rubin, J., Chamot, A. U., Schramm, K., Lavine, R., Gunning, P., Nel, C. (2014). The Learning Strategy Prism: Perspectives of Learning Strategy Experts. ELSEVIER, 43: 30-49.
Permendikbud. (2016). Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 24 Tahun 2016 Tentang Kompetensi Inti Dan Kompetensi Dasar PelajaranPada Kurikulum 2013 Pada Pendidikan Dasar Dan Pendidikan Menengah.
Rajesh, V. R. & Chandrasekaran, V. (2014). A Study on Interpersonal Skills of College Students.An International Peer Reviewed & Referred, 2 (14).
Rusli, A. (2016). Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics? Journal of Physics: Conference Series, (739).
Sağlam, M. (2010).Students’ Performance Awareness, Motivational Orientations and Learning Strategies in a Problem-Based Electromagnetism Course.Asia-Pacific Forum on Science Learning and Teaching, 11 (1).
Scott, C. L. (2015). The Futures of Learning 2: What Kind of Learning for The 21st Century. UNESCO Education Research and Foresight, 14.
Shen, W., Chen, H., & Hu, Y. (2014).The Validity and Reliability of the Self-Directed Learning Instrument (SDLI) in Mainland Chinese Nursing Students.BMC Medical Education, 14.
Taqipour, M., Abbasi, E., Naeimi, A., Ganguly, S., & Miandashti, N. Z. (2016).An Investigation of Self-Directed Learning Skills among the Iranian Agricultural Students (Case of Agricultural College, Tarbiat Modares University).Journal of Agricultural Science and Technology, 18, 15-26.
Williamson, S. N. (2007). Development of a Self-Rating Scale of Self-Directed Learning.Nurse Researcher, 14: 66-83.
Yasa, P. (2014). Model Belajar Pemecahan Masalah Berbasis Konteks untuk Pengembangan Kompetensi Generik Siswa Kelas X SMA Negeri 3 Singaraja.Seminar Nasional FMIPA UNDIKSHA IV Tahun 2014.
Authors
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal