SELF-DIRECTED LEARNING: A KEY FACTOR IN MATHEMATICAL LOGICAL COURSES

Rezkiyana Hikmah; Lin Suciani Astuti; Noni Selvia; Ermita Ermita; Scristia

doi:10.36706/jls.v6i2.56

Authors

Rezkiyana Hikmah Universitas Indraprasta PGRI Jakarta, Indonesia
Lin Suciani Astuti universitas indraprasta pgri jakarta, Indonesia
Noni Selvia universitas indraprasta pgri jakarta, Indonesia
Ermita Ermita universitas negeri padang, Indonesia
Scristia universitas sriwijaya, Indonesia

DOI:

https://doi.org/10.36706/jls.v6i2.56

Keywords:

Self-directed learning, Academic achievement, Mathematical logic

Abstract

This study examines the effect of learning independence on student academic achievement in mathematical logic courses. Using the survey method, the study involved 72 second semester students at Indraprasta PGRI University who were randomly selected using proportional cluster random sampling technique. The research instruments included a learning independence questionnaire and a mathematical logic comprehension test, which were tested for validity through content validity and reliability using Cronbach's Alpha with a value of 0.68. The results of linear regression analysis showed that learning independence has a positive and significant effect on understanding mathematical logic, with each one-point increase in learning independence increasing learning outcomes by 0.527 points. However, this study has limitations, including the scope of the sample being limited to one university and potential respondent bias due to measurement through self-report questionnaires. This study recommends lecturers to adopt methods such as project-based learning to encourage students' learning independence. This recommendation can improve students' understanding of material that requires in-depth analysis. Further research is expected to involve a more diverse sample and use a longitudinal design to explore the impact of learning independence in more depth.

References

Akpen, C. N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2023). Impact of Online Learning on Student Engagement and Academic Performance. Praxis International Journal of Social Science and Literature, 6(7), 29–40. https://doi.org/10.51879/pijssl/060703

Aljermawi, H., Ayasrah, F., Al-Said, K., Abu- Alnadi, H., & Alhosani, Y. (2024). The effect of using flipped learning on student achievement and measuring their attitudes towards learning through it during the corona pandemic period. International Journal of Data and Network Science, 8, 243– 254. https://doi.org/10.5267/j.ijdns.2023.9.027

Alwi Maulana, K., Nisa Astuti, K., Millenia, N., & Shafira Ridha, S. (2022). Pengaruh Kemandirian Belajar Siswa Pada Pembelajaran Daring Terhadap Prestasi Belajar Matematika. Original Research, 2(80), 41–48.

Aristovnik, A., Karampelas, K., Umek, L., & Ravšelj, D. (2023). Impact of the COVID-19 pandemic on online learning in higher education: a bibliometric analysis. Frontiers in Education, 8(August), 1–13. https://doi.org/10.3389/feduc.2023.1225834

Bandura, A. (2001). S OCIAL C OGNITIVE T HEORY : An Agentic. Annu. Rev. Psychol., 52, 1–26. Calucag, L., Aleta, B., & Ahmed, H. (2023). Exploring the Self-Directed Learning Readiness Correlates of Academic Achievement of the Practicum Engineering Students.

https://doi.org/10.1109/ICETAS59148.2023.10346402

Doo, M. Y., Zhu, M., & Bonk, C. (2023). Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis. Distance Education, 44, 1–19. https://doi.org/10.1080/01587919.2022.2155618

Gureckis, T. M., & Markant, D. B. (2012). Self-Directed Learning: A Cognitive and Computational Perspective. Perspectives on Psychological Science, 7(5), 464–481. https://doi.org/10.1177/1745691612454304

Hwee, J., Koh, L., & Daniel, B. K. (2022). Shifting online during COVID ‑ 19 : A systematic review of teaching and learning strategies and their outcomes. International Journal of Educational Technology in Higher Education, 7. https://doi.org/10.1186/s41239-022-00361-7

Lin, X., Zhan, Z., Zhang, X., & Xiong, J. (2023). Exploring the Effectiveness of a SPOC Learning Analytics System Based on Attribution Theory: Evaluation Framework and Educational Experiment. IEEE Trans. Learn. Technol., 17, 98–111. https://doi.org/10.1109/TLT.2023.3268276

Martinez-Carrascal, J. A., Munoz-Gama, J., & Sancho-Vinuesa, T. (2024). Evaluation of Recommended Learning Paths Using Process Mining and Log Skeletons: Conceptualization and Insight into an Online Mathematics Course. IEEE Transactions on Learning Technologies, 17, 555–568. https://doi.org/10.1109/TLT.2023.3298035

Meir, E., Pope, D., Abraham, J. K., Kim, K. J., Maruca, S., & Palacio, J. (2023). Designing Activities

to Teach Higher-Order Skills: How Feedback and Constraint Affect Learning of Experimental Design. CBE—Life Sciences Education, 23(1), ar1. https://doi.org/10.1187/cbe.22-08-0158

Mercado, J. C. (2024). Self-Directed Learning in STEM Teaching and Learning: A Systematic Review of Empirical Evidence. Scientechno: Journal of Science and Technology, 3(1), 53–84. https://doi.org/10.55849/scientechno.v3i1.739

Paredes-Velasco, M., Lozano-Osorio, I., Perez-Marin, D., & Santacruz-Valencia, L. P. (2024). A Case Study on Learning Visual Programming with TutoApp for Composition of Tutorials: An Approach for Learning by Teaching. IEEE Transactions on Learning Technologies, 17, 498–513. https://doi.org/10.1109/TLT.2022.3226122

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Permormance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1007/BF02338175

Santoso, H. B., Riyanti, R. D., Prastati, T., S, F. A. T. H., Susanty, A., & Yang, M. (2022). education sciences Learners ’ Online Self-Regulated Learning Skills in Indonesia Open University : Implications for Policies and Practice.

Smith, V. D., & Darvas, J. W. (2005). ENCOURAGING STUDENT AUTONOMY THROUGH HIGHER ORDER THINKING SKILLS. 29–34.

Stajkovic, A., & Sergent, K. (2019). Social Cognitive Theory A Model of Triadic Influences.

Management- Oxford Bibliographies, 11(26), 1–14. https://doi.org/10.1093/obo/9780199846740-

Suhendri, H. (2011). Pengaruh Kecerdasan Matematis–Logis dan Kemandirian Belajar terhadap Hasil Belajar Matematika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 1(1), 29–39. https://doi.org/10.30998/formatif.v1i1.61

Wang, G., Ding, J., & Yang, Y. (2023). SET-VALUED CATEGORICAL PREDICTORS. Statistica Sinica, 33, 2545–2560.

Wang, Q., & Huang, Q. (2024). Engaging Online Learners in Blended Synchronous Learning: A Systematic Literature Review. IEEE Transactions on Learning Technologies, 17, 594–607. https://doi.org/10.1109/TLT.2023.3282278

Wasyilah, W., Yusrizal, Y., & Ilyas, S. (2021). Application of Self Directed Learning Model to Improve Student’s Independence and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 7(4), 651–659. https://doi.org/10.29303/jppipa.v7i4.784

Wong, F. M. F., Tang, A. C. Y., & Cheng, W. L. S. (2021). Factors associated with self-directed learning among undergraduate nursing students: A systematic review. Nurse Education Today, 104(May), 104998. https://doi.org/10.1016/j.nedt.2021.104998