Self-Regulated Learning for Vocational Students’ Inductive Thinking in Solving Contextual Geometric-Sequence Problems

The role of mathematics is not only to emphasize mastery of formulas and calculations, but also to develop students’ mathematical reasoning skills, enabling them to think logically, systematically, and critically in problem-solving. This study aimed to analyze students’ mathematical reasoning skills in terms of self-regulated learning on the topic of algebraic expressions for class VII-B students at SMP Negeri 1 Suwawa. This research employed a descriptive method with a quantitative approach. The sample consisted of 27 students from class VII-B, selected using purposive sampling. The research instruments included a mathematical reasoning skills test and a self-regulated learning questionnaire, both of which had been tested for validity and reliability. Data were analyzed descriptively through the calculation of mean scores, percentages, and the categorization of students’ mathematical reasoning skills and levels of self-regulated learning. The results showed that: 1) students with high self-regulated learning had high mathematical reasoning skills, with an average score of 70.50; 2) students with moderate self-regulated learning had moderate mathematical reasoning skills, with an average score of 43.67; and 3) students with low self-regulated learning had low mathematical reasoning skills, with an average score of 22.50. Thus, it can be concluded that the higher the students’ level of self-regulated learning, the better their mathematical reasoning skills.

This study aimed to investigate the effect of flipped learning (FL) 3.0 and self-regulated learning (SRL) on the speaking performance of twelfth-grade students in Buleleng. This study was experimental study that focused on Quasi-Experimental design. The sample was 63 students that classified into the control and experimental class through random sampling to the intact groups. Data were collected from the speaking performance score and questionnaires. The results showed that significant difference of students speaking performance taught by FL 3.0 and conventional method was 0.048, means that it was significant. Students' speaking performance difference who has low and high SRL was 0.568, means that it was not significant. The interaction effect of FL 3.0 and SRL was 0.790, means that they had no interaction effect. FL 3.0 could be used in teaching speaking because it had significant effect on students' speaking performance even though the students have high or low SRL.

This research aims to find out: 1) The learning model that produces better mathematical reasoning ability of students, between the Learning Cycle 7E assisted by labyrinth board game and putar bawah game or direct instruction; 2) The level of students' Self-Regulated Learning that produces bettermathematical reasoning skills, between high, moderate, or low levels of Self-Regulated Learning, ; 3) The interaction learning models and students' Self-Regulated Learning. This research is a quasi experimental research with the subject were VIII grade students of JHS 5 Surakarta in the academicyear 2022/2023 school year. The samples use two classes taken by cluster random sampling. Data collection technique were used documentation, tests, and questionnaires. The data analysis technique used a two-way variance analysis 2×3 unequal cells. The results of the analysis showed that: 1) Learning Cycle 7E learning model assisted by labyrinth board game and putar bawah game resulted is better mathematical reasoning ability than direct instruction; 2) Students with high self-regulated learning had better mathematical reasoning ability than low self-regulated learning; 3) There is no interaction between the learning model and students self-regulated learning.

This study contributes to mathematics education by clarifying how independent learning supports students’ creative thinking processes, particularly in vocational contexts where autonomy and problem-solving skills are crucial. This study focuses on students' learning independence and creative thinking skills with the aim of determining whether there is a relationship between learning independence and creative thinking skills among vocational high school students. This study uses a quantitative descriptive approach with a correlational method conducted at one of the vocational high schools in Tangerang City, Banten Province. The sample in this study consisted of 30 students from the 10th-grade Multimedia class. Data collection techniques included observation, a 24-item questionnaire, and a written test with 5 questions. The instruments were validated by experts and declared suitable for use, ensuring content validity and reliability. Based on the results of the study conducted in the Multimedia class, it can be concluded that the level of learning independence and creative thinking ability of students is above average, with 13 students (43.33%) scoring below average and 17 students (56.66%) scoring above average, and further analysis shows a strong positive correlation (r = 0.970, p < 0.01) between the two variables. Based on the hypothesis test, there is a significant relationship between learning independence and students' creative thinking ability.

This study aims to develop students' critical thinking skills through blended learning methods and self-regulated learning (SRL) strategies for students at the high school level in Economics. The method used in this study is an experimental method with a 2x2 factorial design. The population of this study were all students at SMA Negeri 52 Jakarta and SMA Negeri 83 Jakarta. The sample of this study was students of class XI IPS 3 and XI IPS 4 in each school, where class XI IPS 3 was used as the control class (conventional) and XI IPS 4 as the experimental class (treatment). The research instruments used were pre-test, post-test, and questionnaires. The results of the data analysis used are two-way ANOVA, yielding that there are differences in students' critical thinking skills between conventional classes and blended learning classes, there are differences in students' critical thinking abilities between low and high SRL levels, there are differences in critical thinking abilities between conventional classes and blended learning classes for high SRL students, there are differences in critical thinking skills between conventional classes and blended learning classes for low SRL students, there are differences in critical thinking abilities in conventional classes between high and low SRL students, and there are differences in critical thinking abilities in blended learning classes between SRL students high and low

Graduates who are superior, competitive, and ready to work are the goals of vocational education. The purpose of this research is to determine the impact of Teaching Factory (TEFA) implementation with the Context, Input, Process, and Product (CIPP) evaluation model and student work readiness on the Occupational Future Time Perspective (OFTP). Indeed, nowadays, professional/vocational graduates must be ready to enter the industrial world after graduation. This research involved 456 respondents of Vocational High School (VHS) students in South Sulawesi, Indonesia, who were determined using a proportional random sampling technique. This type of research is descriptive quantitative with data analysis using SEM AMOS. The results showed that there was a significant influence between the implementation of TEFA and the level of work readiness up to 57%, while the actual contribution of teaching and work readiness factors to future employment time was 80.7%. Overall, the results show that the implementation of TEFA has successfully helped students become more independent and ready to face the competitive world of work. Although 19.3 factors still influence work readiness and prospects, the research results do not change much. Therefore, the application of a teaching factory in the learning process is highly recommended for teachers and students in vocational schools. The implementation can be adjusted to the learning conditions and resources available in VHS. This research contributes as a source of reference in future studies related to improving practical learning and developing students' entrepreneurial skills.

The current era changes the educational situation. There is an urgent need to integrate advanced information technology with innovative teaching models to improve students' analytical thinking skills.It was employed to Vocational High School teachers and students as a learning innovation in the current era.The selection of Vocational High School teachers and students for research is because the researcher focuses on research in the field of vocational education and it is relevant with the researcher's field of knowledge. This study aims to develop and validate a Case Based Learning model integrated with a Knowledge Management System, designed to enhance critical thinking skills among vocational high school students. The paper applies Research and Development with theADDIE scheme. The latest concept of the model, namely the Case Based Learning Model, can be collaborated with the Knowledge Management System to improveCritical Thinking Skills student as a competency needed in the current era. It is expected to have a positive impact and change practices and learning outcomes in the context of the industrial revolution currently taking place.

It is empirically known that metacognitive skill contributes to self-regulated learning. This study aims to describe students’ metacognitive skills in three levels of self-regulated learning, particularly in solving problems of a two-variable linear equation system. Three indicators were used in metacognition skills, namely planning indicators, monitoring indicators, and evaluation indicators. Employing a descriptive qualitative approach, this study involved All students of grade VIII A of the academic year 2021/2022 from a state junior school as subjects involving each category for high, medium, and low self-regulated learning. The data were collected using questionnaires, tests, interviews, documentation, and observation. A triangulation method, The data were then analyzed through condensation, data presentation, and drawing conclusions. is the current study found that high learning students used their metacognitive skills well and met three indicators, namely planning indicators, monitoring indicators, and evaluation indicators. Students with moderate self-regulated learning were able to meet two indicators, including planning indicators and monitoring indicators, while those with low self-regulated learning only met planning indicators.

Vocational high schools are one of the controversial topics, and also the hardly touched fields in educational field. Students’ profiles of vocational schools, their visions, and professional identity developments are not frequently reflected in the literature. Therefore, the main aim of the study is to research whether vocational high school students’ professional identities are supported with extracurricular activities. Followingly, it was also researched whether vocational high school students’ future professional identities complied with their selected school and/or specialized fields. The research was conducted on qualitative research approach through semi-structured question form and analyzed via descriptive and content analysis of qualitative research methods. Results revealed that vocational high school students did not take part in extracurricular activities regarding their professional identities since the schools did not organize these activities. The responses also emphasized that existing extracurricular activities organized outside of the school were insufficient and there was an immediate need for such activities. Additionally, most of the participants highlighted that they selected their schools/department as an obligation. Based on the results, it was revealed that vocational and technical high schools should not focus on extracurricular activities to improve students’ basic and further skills. It is suggested that extracurricular activities should be cared more for students’ academic and practice skills. Moreover, the students and their parents should understand and be introduced to the profession before they come to a future decision.

The low absorption of the workforce in the vocational high school graduates indicates their lack of expertise and competency. It urges to improve their work skills to meet the demand of work. This research aims at developing a Lean-based learning model to enhance the work skills of vocational high school students. This research categorized as development research uses the modified Borg and Gall method. The Lean-based learning model was tested through three stages, namely its validity, effectiveness and practicality. Respondents of the research are vocational high school students, vocational high school teachers and industry practitioners in Indonesia. The model was validated by some experts and FGD results. The effectiveness of the model was tested by an experimental with a posttest only control group design. The population of the experiment was students of the Vocational High School who were doing an industrial experience in some industries, which followed a work shadowing strategy, the sample is chosen by random sampling; data were collected to develop a performance test. Two questionnaires were used to evaluate the practicability of the model according to the perceptions of the teachers and students of the Vocational High School. Based on the research, the developed learning model can be categorized as “good” in case of its validity, effectiveness, and practicality. It means that the lean-based learning model is valid, effective and practical. The conclusion of research is that lean learning model is one of the alternatives to improve work skills competency among vocational high school students to fulfill the industrial demand.

This study is motivated by low learning motivation, students’ lack of focus in following classroom instruction, and the suboptimal completion of school assignments. The purpose of this study is to analyze the simultaneous relationship between self-regulated learning and self-efficacy on academic flow. This study employs a quantitative approach with a correlational method. The research sample consisted of 218 vocational high school students. Data were collected using a Likert scale, with instruments including the academic flow scale, self-regulated learning scale, and self-efficacy scale. Data analysis was conducted using multiple linear regression. The results indicate a significant simultaneous relationship between self-regulated learning and self-efficacy on academic flow (F = 143.222, p < 0.05), with a combined contribution of 57.1%. The study concludes that self-efficacy and self-regulated learning play an important role in promoting academic flow among students. The findings imply that the development of self-regulated learning and self-efficacy should be a focus in instructional strategies to enhance students’ academic flow. Schools, teachers, and counselors can design interventions or learning programs that support both aspects to foster more optimal learning engagement.

This study aims at assessing the various educational materials used in teaching mechanical engineering drawing to students of the Department of Mechanical Engineering Education, Semarang State University, and Vocational High School. Data were obtained from 71 university students, 75 public vocational high school 1 students and 37 students of Texmaco Semarang vocational high school using the questionnaire method. Furthermore, descriptive statistics and one-way analysis of variance tests were used to analyze data. The results of the descriptive analysis show that the materials used in teaching mechanical engineering students are in the “very necessary” category, while that of students of vocational high school is in the “necessary” category. The difference in assessment is evidenced from the results of a one-way analysis of variance test, which found differences in the results of the assessment among university students, students of State Vocational High School 1 and Texmaco Vocational High School Semarang.

This study aims to analyze the mathematical creative thinking ability of grade VIII students at a State Junior High School in Riau, Indonesia, in terms of self-regulated learning. A qualitative design was employed, utilizing descriptive methods through a case study approach, and the participants included 28 students of grade VIII-C. To ensure data accuracy, a data triangulation technique was employed, which included a test for mathematical creative thinking skills, self-regulated learning questionnaires, introductory questionnaires, and interview guidelines. The validity of the data was measured using the Miles and Huberman technique, which involved data reduction, data presentation, and drawing conclusions. The results showed that the mathematical creative thinking skills of students were relatively low. Furthermore, it was discovered that self-regulated learning was significantly correlated with creative thinking ability. Specifically, students who exhibited high levels of self-regulated learning demonstrated higher creative thinking abilities than their peers with moderate or low levels. Similarly, participants with moderate self-regulated learning displayed sufficient abilities, while those with low self-regulated learning exhibited poor creative thinking abilities.

Vocational education, especially at the Vocational High School (SMK) level, plays an important role in preparing young workers who are ready to face the challenges of the world of work. Despite this, SMK graduates have been contributing to Indonesia's Open Unemployment Rate in recent years. One of the contributing factors is students' inadequate work readiness. Previous research found that internal factors have the greatest contribution to work readiness. Hardiness and optimism are two of the internal factors that are still limitedly studied in work readiness. This study aims to determine the relationship between hardiness and optimism in job readiness in vocational students. This study used quantitative methodology, with a research sample of 69 students in class XI at a vocational school in Surakarta obtained through a simple random sampling technique. The measuring instruments used are the Work Readiness Scale (?=0.944), Hardiness Scale (?=0.891), and Life Orientation Test-Revised (?=0,760). The multiple regression analysis results showed a significant relationship between hardiness and optimism in job readiness in vocational students. Hardiness and optimism together contribute an influence on work readiness of 59.7%. When tested partially, only hardiness showed a significant relationship with work readiness, while optimism did not. Educational institutions are advised to increase students' hardiness and optimism to be ready to enter the world of work.

This research was conducted because the phenomenon of academic procrastination is a common thing and almost every student has done it. During the COVID-19 Pandemic, all Teaching and Learning Activities (KBM) were conducted online, resulting in higher levels of academic procrastination. The purpose of this study was to determine the level of academic procrastination of Bekasi City Vocational High School (SMK) students during the COVID-19 pandemic and what efforts were made by the school to overcome it. The research approach used is qualitative with Field Research (Field Research). The informants in this study included: Vocational High School students, Regional III Branch Office Staff, Vocational Supervisors, Vocational School Principals, Vocational Productive Subject Teachers, and Parents of Vocational School Students in Bekasi City. Data collection by interview technique, while the discussion using descriptive method that describes the situation in the field systematically. The results showed that the academic procrastination of Bekasi City Vocational High School students experienced an increase during learning during the COVID-19 Pandemic, including: Delays in starting and completing assignments; Delay in completing tasks; Time gap between planned and actual performance; and engage in more enjoyable activities. Countermeasures carried out by the school include: Providing interesting learning materials; Provide deadlines for each task; Conduct intensive communication with students and parents as well as conduct home visits for students with problems.