Self-regulated Learning for High School Students in Biology Lessons through the Problem-Based Learning Model

This study aims to assess the improvement of mathematical communication skills and self-regulated learning in students who engage in Edmodo-based blended learning models. This research employed a quasi-experimental method. The study involved students from the first grade of high school, comprising 32 students from class MIPA 7 and 32 students from class MIPA 8. The instruments used included a test and a questionnaire. The data analysis utilized the t-test through SPSS 25.0 for Windows, specifically the Independent Sample T-test. The results indicated that 1) overall, Edmodo-based blended learning models is effective in improving students mathematical communication skills and self-regulated learning; 2) In the KAM category (high), Edmodo-based blended learning models are effective in improving students self-regulated learning; 3) The effectiveness of Edmodo-based blended learning models for students’ mathematical communication abilities is classified into medium categories. Edmodo-based blended learning has implications for teacher activeness by using technology in education and promotes student self-reliance in the learning process. Keywords: blended learning, emodo, mathematical communication skills, self-regulated learning

Ability Self-regulated learning and independent learning are needed for humans throughout their life. However, the students of SMP Sunan Ampel Porong do not yet have optimal learning independence. the study aims to improve self-regulated learning and increase the learning independence of Sunan Ampel Porong Junior High School students in online learning situations during the Covid-19, through the application of Self-Regulated Learning. This research uses experimental research, the method used is quasi-experimental research design with non-equivalent control group design. The research sample consisted of sixty-nine students of SMP Sunan Ampel Porong with two classes, the experimental class, and the control class. Data on self-regulated learning and learning independence of students were collected using observation, interviews, questionnaires, and document scrutiny techniques guidance instruments self-regulated learning. Furthermore, the data were analyzed quantitatively. Based on the post-test t-test of the ability Self Regulated Learning, it is known that the average learning outcomes of the experimental class are greater than that of the control class. From the table, it is known that the value of t count > t table. achievement scores' self-regulated learning in the experimental class and the control class. While the post-test t-test of learning independence of the experimental class is known to have an average learning outcome of the experimental class is greater than that of the control class. From the table, it is known that the value of t count > t table. It can be concluded that there are significant differences in the scores of students' independent learning outcomes in the experimental class and the control class.

Effect of Problem-solving Skills Education on Auto-Regulation Learning of High School Students in Tehran

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Self-regulated learning is a form of character. The character of self-regulated learning of elementary school students can be formed through Pancasila Education. This study aims to describe self-regulated learning in Pancasila Education learning of fifth grade elementary school students. This research is descriptive type with quantitative approach. The research method used in this study is the survey method. Data collection was done with a self-regulated learning questionnaire instrument. The self-regulated learning instrument in this study has 20 questions with 6 indicators, independence from others, have self-confidence, discipline behavior, has a sense of responsibility, behave on their own initiative, do a self-control. The instrument used has been tested for validity and reliability. The reliability test with Cronbach's alpha obtained a score of 0.873. Data was collected using a 1-5 Likert scale questionnaire. Data were analyzed descriptively which included 6 indicators with categories of very good, good, enough, less, and very less. The results showed that the overall average of students' self-regulated learning in Pancasila Education was 67% which was obtained from 29 students who filled out the self-regulated learning questionnaire. It is concluded that the self-regulated learning of fifth grade students of the elementary school is in the good category. However, there are differences in independence in each indicator. This means that students' learning independence in Pancasila Education needs to be improved again, so that each indicator in self-regulated learning can be achieved well.

Success in the learning process is measured by student independence, student learning outcomes, and subject-matter knowledge. When a learner has a high level of subject matter mastery and learning independence, he or she will produce learning outcomes that are of a high caliber. This study attempts to determine how learning independence variables affect the cognitive, affective, and psychomotor outcomes of economics learning in high school students. Utilizing an associative research design, the research approach is quantitative. Purposive sampling was utilized for the sample. Validity and realisability tests are used to evaluate instruments. The Residuals vs. Graphics test applied to a straightforward linear test. It can be concluded that a basic linear regression test has a linear and homogeneous group variance data distribution if the predicted generated charts are randomly scattered and unaltered. The test-t resulted in thitung 23.243 > t-table 1.625 at a = 0,05, indicating that learning outcomes (cognitive, emotional, and psychomotor) for economics topics had a substantial impact on attracting learning in High School students.

Self-regulated learning explores learners' complex intrinsic factors, including their learning strategies and motivation to learn. It offers learners the opportunity to become autonomous – a situation that is essential for ensuring that Japanese students acquire English proficiency. This study aims to explore the factors involved in self-regulated language learning of Japanese senior high school students and to identify the different types of self-regulated English learners. A 45-item questionnaire covering learners' cognitive, behavioral, and affective aspects was distributed among 1076 students from seven prefectural senior high schools in Japan. Exploratory factor analysis confirmed the presence of five factors. Cluster analysis was used to classify students into four distinct profiles, and a follow-up interview was conducted with six students extracted from each cluster group. The findings confirmed that Japanese high school students have very complex internal factors that affect their learning. These results offer pedagogical implications and emphasize the importance of EFL teachers' roles in Japan. They suggest that teachers should strive to understand each student's readiness and internal factors in order to transform them into autonomous learners.

Physics learning in senior high schools often faces challenges due to monotonous teaching methods and a lack of interesting media, resulting in low student interest and learning outcomes. This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model supported by Powtoon-based assessment media on students' physics learning outcomes. Powtoon provides visual animations that can improve students' conceptual understanding. This study employed a quasi-experimental method with a post-test only control group design. The subjects were 72 eleventh-grade students at Arjasa State High School, randomly divided into 36 students in the experimental group and 36 students in the control group. The independent variable in this study was the PBL model with Powtoon media, the dependent variable was students' physics learning outcomes, and the control variables were the same topic and duration of instruction. The instrument used was a test consisting of essay questions. Data analysis was conducted using an independent sample t-test with a significance level of 0.05. The results of the study indicate a significant difference between the learning outcomes of students in the experimental group and the control group, with the experimental group achieving higher scores. Therefore, it can be concluded that the implementation of the PBL model with Powtoon as an assessment medium has a positive effect on students' physics learning outcomes. This approach can be used by teachers to enhance students' conceptual understanding and engagement in physics learning.

Physics learning in senior high school faces challenges in developing students' scientific reasoning ability. This study aims to examine students' scientific reasoning ability through project-based learning of briquette making and its effect on improving students' critical thinking ability, especially in SMA Negeri 1 Jatiroto, to improve a more effective understanding of physics. The research was conducted at SMA Negeri 1 Jatiroto, Lumajang Regency, in semester one of the 2024/2025 scholastic year. The population of the research sample was class X students, which was determined using homogeneity test and random sampling technique or purposive sampling. The research design used Quasi Experimental with pre-test and post-test. Data collection was done through tests, observations, interviews, and documentation. The pre-test and post-test results showed a significant increase in the experimental class, with a higher mean post-test result (84) than the control class (50). Data analysis displayed a significant difference between the two groups, indicating that the project-based learning model had a beneficial effect on enhancing performance students' scientific reasoning skills. Thus, project-based learning in briquette making is proven to be able to encourage increased understanding of physics concepts while developing students' critical thinking skills more effectively.

Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Interactive, and Dynamic Experiences in SRL context (SRL-AIDE), and involves live-actor simulations , where participants are highly engaged and immersed in the experience.The study aims to shed light on the relationships and characteristics of practices that promote SRL directly by metacognitive strategic support (MCS), and indirectly by activating students’ independent learning with knowledge construction (KC). This is a quantitative study with a quasi-experimental design. Two teachers’ intervention groups with a pre/post design ( N = 70) were compared: an experimental group exposed to the SRL-AIDE model focused on MCS vs. a comparison group exposed to a practice program focused on KC . The study examined in-class SRL practice implementation of two measures: explicitness level and duration in the lesson, and investigated the relations between the MCS and KC practices using real-time in-class measurement methods. Differences emerged between the groups in the MCS and KC practices by time. The experimental group showed greater gains in both practices. This study contributes to the field by providing quantitative evidence on the relationships between MCS and KC practices, which were previously described as supportive mainly in qualitative studies, offering new insights into how these practices work together to support SRL development. Implications for teacher education and future studies are discussed.

This study aims to determine the effect of developing teaching materials on the learning of high school students and knowing the effect of developing teaching materials English image media on the speaking ability of high school students (SENIOR HIGH SCHOOL). The design of research and development of teaching materials used refers to research design and development modification of the Borg & Gall development model (1985) and Kemp & Dayton (1985). The subject of the study were the students of High School students. The result of this study is 13 units of varied material. The material consists of variety of topics related to tourist spots and well known places in South Kalimantan.

To clarify the influential factors of deep learning among high school students in Western China and promote the high-quality development of basic education in Western China. This study adopts the method of stratified sampling and selects high school students at different altitudes as the research object. The results show that the high school students in the western region are in the middle level of deep learning. There are differences in gender, altitude, and other variables in deep learning of students. A multiple linear regression model was used to analyze the influencing factors of deep learning for high school students in Western China. The model shows that teacher-student interaction and teacher feedback are the main influencing factors of deep learning for high school students in Western China, while parental support and classroom teaching are secondary factors.

While Massive Open Online Courses (MOOCs) are widely used in higher education, their application and effectiveness for high school students, especially English as a Foreign Language (EFL) learners grappling with language barriers in English-Medium Instruction environments, remain underexplored. There is a recognized gap in understanding how high school students’ attitudes toward English, self-regulated learning motivation, online behaviors, and perceptions of course design within bilingual scaffolded MOOCs (courses providing linguistic and instructional support in both students’ native language and English) influence course completion outcomes. A mixed-methods design was employed, involving 115 high school students from Northern Taiwan. Data were collected throughout an eight-week intervention. Results show: (1) those perceiving English as practical demonstrated higher self-regulated learning (SRL) motivation and learning satisfaction; (2) discussion participation was a significant predictor of course completion, while reading materials and watching videos were not significant predictors; (3) students primarily valued content knowledge, learning strategies, and language knowledge, and suggested improvements related to information accessibility and course design, including more explicit instructor guidance. The results suggest that MOOC designers and online educators should foster a positive attitude and belief toward English as a Lingua Franca, increase SRL, and design online lessons featuring easy-to-access materials and interactive activities. This study contributes to the broader discourse on inclusive and accessible online learning for global high school students.

Self-regulated learning and academic achievement of Hong Kong and Indian high school students

This research aims to analyze effectiveness of ethnomathematics with Solotigo Batik Motifs in Problem Based Learning model. This true experimental research desin used cluster random sampling to take the sample. The sample was taken from SD N Siderejo Lor 07, Salatiga, as experimental class and SD N Sidorejo Lor 03 Salatia as control group consisted of 74 students. The data collecting techniques were observation, documentation, and test. The data was analyzed by One Sample T – Test, proportion test, and Independent Sample t-test. The findings showed that ethnomatematics with Salatiga batik motifs in problem based learning model was effective. It was shown by (1) the average ethnomatematics with Salatiga batik motifs in PBL model was higher than 75.0. (2) the proportion of passing grade by using ethnomatematics with Salatiga batik motifs in PBL model could achieve classical passing grade, 75%. (3) The average of ethnomatematics with the batik motifs in PBL was higher than PBL model. (4) the average of variance by using ethnomatematics with Salatiga batik motifs in PBL was higher than PBL model. It could be concluded that ethnomatematics with Salatiga batik motifs in PBL model was effective.