Self-regulated learning based-STEM model: How it impacts students’ self-directed learning in physical education classes
The low level of self-directed learning among students is a problem in this study and the limited research on Science, Technology, Engineering, and Mathematics-based Self-Regulated Learning in physical education is a gap in this research. Science, Technology, Engineering, and Mathematics (STEM) based on Self-Regulated Learning (SRL) is an alternative learning model in Physical Education. The purpose of this study was to determine the effect of application Science, Technology, Engineering, and Mathematics based Self-Regulated Learning to develop self-directed learning. This study used quasi-experimental method with a nonequivalent control group design and sampling used purposive sampling technique. The participants in this study were students VIII grade. Research was conducted in SMP Laboratorium School UPI with online learning and Limited Face-to-Face Meeting. The instruments of this study used the Self-Rating Scale of Self Directed Learning (SRSSDL). After the sample had completed the treatment, the results of data analysis showed that directed learning aspect was 0.027 with the criterion value (Sig.) = 0.05. Regardless of the results, this is supported by empirical evidence from student behavior, learning, and task making. They showed the development of students' abilities in the learning process did not depend on teachers, friends, class conditions and others. It can be concluded that implementation of Science, Technology, Engineering, and Mathematics (STEM) based on Self-Regulated Learning (SRL) has an effect on develop self-directed learning. This research contributes to learning innovation in physical education, so that teachers can apply this model on an ongoing basis to develop self-directed students. Future research needs to be done, for example trying to apply this model to develop other potentials in students such as motivation, cooperation, or responsibility.
Anggraini, F. I., & Huzaifah, S. (2017). Implementasi STEM dalam pembelajaran IPA di Sekolah Menengah Pertama. Palembang: Prosiding Seminar Nasional Pendidikan IPA.
Barak, M. (2013). Teaching Engineering and Technology: Cognitive, Knowledge and Problem-Solving Taxonomies. Journal of Engineering, Design and Technology, 11(3), 316-333. https://doi.org/10.1108/JEDT-04-2012-0020
Baumeister, R. F., & Vohs, K. D. (2007). Self-Regulation, Ego Depletion, and Motivation. Social and Personality Psychology Compass, 1(1), 115 - 128. https://doi.org/10.1111/j.1751-9004.2007.00001.x
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Self-Regulation: An Introductory Overview. Academic Press, (Handbook of Self-Regulation), 1–9.
Cassidy, S. (2011). Self-Regulated Learning in Higher Education: Identifying Key Component Processes. Studies in Higher Education, 36, 1000 - 989. https://doi.org/10.1080/03075079.2010.503269
Çakır, Z. & Altun Yalçın, S. (2022). The Effect of Montessori Approach-Based Stem Education on Pre-Service Preschool Teachers’ Self-Directed Learning. e-International Journal of Educational Research, 13(2), 142-162. https://doi.org/10.19160/e-ijer.1038793
Corbin, C. B. (2021). Conceptual Physical Education: A Course for the Future. Journal of Sport and Health Science, 10(3), 308–322. https://doi.org/10.1016/j.jshs.2020.10.004
Cojocaru, A. M., Bucea-Manea-Țoniș, R., Jianu, A., Dumangiu, M. A., Alexandrescu, L. U., & Cojocaru, M. (2022). The Role of Physical Education and Sports in Modern Society Supported by IoT—A Student Perspective. Sustainability, 14(9), 1-14. https://doi.org/10.3390/su14095624
Erwin, H. E. (2017). Full STEAM Ahead in Physical Education. Journal of Physical Education, Recreation & Dance, 88(1), 3–4. https://doi.org/10.1080/07303084.2016.1249759
Fahradina, N., Ansari, B., & Saiman. (2014). Peningkatan Kemampuan Komunikasi Matematis dan Kemandirian Belajar dengan Menggunakan Model Investigasi Kelompok. Jurnal Didaktik Matematika, 1(1), 54-64.
Force, S. T. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in California public education. Dublin, CA: Californians Dedicated to Education Foundation
Hasim, S. M., Rosli, R., Halim, L., Capraro, M. M., & Capraro, R. M. (2022). STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices. Mathematics, 10(7), 1-20. https://doi.org/10.3390/math10071109
Kelley, T.R., & Knowles, J. G. (2016). A Conceptual Framework for Integrated STEM Education. International Journal of STEM Education, 3(11), 1-11. https://doi.org/10.1186/s40594-016-0046-z
Li, S., Du, H., Xing, W., Zheng, J., Chen, G., & Xie, C. (2020). Examining Temporal Dynamics of Self-Regulated Learning Behaviors in STEM Learning: A Network Approach. Computers & Education, 158, 1-10. https://doi.org/10.1016/j.compedu.2020.103987
Lee D. J. (2021). The Effect of STEAM-Based Physical Education Classes on Middle School Students' Attitudes toward Physical Education Classes and Self-Directed Learning Abilities. Iranian journal of public health, 50(5), 938–948. https://doi.org/10.18502/ijph.v50i5.6111
Nong, L., Liao, C., Ye, J. H., Wei, C., Zhao, C., & Nong, W. (2022). The STEAM learning performance and sustainable inquiry behavior of college students in China. Frontiers in psychology, 13, 1-14. https://doi.org/10.3389/fpsyg.2022.975515
Nurhayati, E. (2017). Penerapan scaffolding untuk pencapaian kemandirian belajar siswa. JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 3(1), 21–26. https://doi.org/10.37058/jp3m.v3i1.197
Panadero, E. (2017) A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front. Psychol. 8, 422-430. https://doi.org/10.3389/fpsyg.2017.00422
Pfeiffer, H. D., Ignatov, D. I., & Poelmans, J. (2013). Conceptual Structures for STEM Research and Education. 20th International Conference on Conceptual Structures, ICCS 2013 Mumbai, India, January Springer.
Putri, Y. E. E., Lesmono, A. D., & Nuraini, L. (2021). Pengaruh Model Problem Based Learning Dengan Pendekatan Stem Terhadap Hasil Belajar Kognitif Pada. Jurnal Pembelajaran Fisika, 10(2), 62–69. https://doi.org/10.19184/jpf.v10i2.24602
Rini, A. R. P. (2012). Kemandirian Remaja Berdasarkan Urutan Kelahiran. Jurnal Pelopor Pendidikan, 3(1), 61–70.
Sari, U., Duygu, E., Sen, O. F., & Kirindi, T. (2020). The Effects of STEM Education on Scientific Process Skills and STEM Awareness in Simulation Based Inquiry Learning Environment. Journal of Turkish Science Education, 17(3). https://doi.org/10.36681/tused.2020.34
Saraç, H. (2018). The Effect of Science, Technology, Engineering and Mathematics-Stem Educational Practices on Students’ Learning Outcomes: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 17(2), 125–142.
Sagala, R., Umam, R., Thahir, A., Seregar, A., & Wardani, I. (2019). The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding. European Journal of Educational Research, 8(3), 753–761. https://doi.org/10.12973/eu-jer.8.3.753
Shen, P.-D., Lee, T.-H., & Tsai, C.-W. (2011). Applying Blended Learning with Web-Mediated Self-Regulated Learning to Enhance Vocational Students’ Computing Skills and Attention to Learn. Interactive Learning Environments, 19(2), 193–209. https://doi.org/10.1080/10494820902808958
Syukri, M., Yanti, D. A., Mahzum, E., & Hamid, A. (2021). Development of a PJBL Model Learning Program Plan based on a STEM Approach to Improve Students’ Science Process Skills. Jurnal Penelitian Pendidikan IPA, 7(2), 269–274. https://doi.org/10.29303/jppipa.v7i2.680
Wajciechowski, M., & Hemphill, M. (2019). STEM and Physical Education: Making Connections for Our Students, Building Strength for Our Profession. Strategies, 32(6), 43–45. https://doi.org/10.1080/08924562.2019.1658435
Wang, H., Moore, T. J., & Roehrig, G. H. (2011). STEM Integration: Teacher Perceptions and Practice STEM Integration : Teacher Perceptions and Practice. Ournal of Pre-College Engineering Education Research (J-PEER), 1(2), 2. 1-13. https://doi.org/10.5703/1288284314636
Williams, P. (2011). STEM Education: Proceed with Caution. Design And Technology Education: An International Journal, 16(1). 26-35
Williamson, S. N. (2007). Development of A Self-Rating Scale of Self-Directed Learning. Nurseresearcher, 14 (2), 66–83. https://doi.org/10.7748/nr2007.01.14.2.66.c6022
Zalech, M. (2021). Original Article Student Perception of PE Teachers and its Effect on Their Participation in PE Classes and Sports: A New Perspective on Teacher Competencies. Journal of Physical Education and Sport, 21(2), 1106–1111. https://doi.org/10.7752/jpes.2021.s2139
Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement : An Overview. Educational Psychologist, 25(1), 3-17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B. J. (2013). From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path. Educational Psychologist, 48(3), 135–147. https://doi.org/10.1080/00461520.2013.794676
Copyright (c) 2022 Eva Sri Gumilang, Tri Martini, Dian Budiana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This is an open-access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium. Copyrights of all materials published in Journal Sport Area are freely available without charge to users or / institution. Users are allowed to read, download, copy, distribute, search, or link to full-text articles in this journal without asking by giving appropriate credit, provide a link to the license, and indicate if changes were made. All of the remix, transform, or build upon the material must distribute the contributions under the same license as the original.