PROFILE OF MEDICAL STUDENTS' METACOGNITIVE SELF-REGULATED LEARNING STRATEGIES IN PBL GROUP DISCUSSION DURING THE LIMITED FACE-TO-FACE LEARNING PERIOD

https://doi.org/10.22146/jpki.79356

Catharina Widiartini(1*), Miko Ferine(2)

(1) Fakultas Kedokteran Universitas Jenderal Soedirman
(2) 
(*) Corresponding Author

Abstract


Background: The change in the learning environment, from fully online to limited face-to-face could affect the use of metacognitive self-regulated learning (SRL) strategies in carrying out Problem-Based Learning (PBL) group discussions as one of the main learning methods in the faculty of medicine in Indonesia or elsewhere. The study aimed to describe the profile of metacognitive SRL strategies in conducting PBL group discussions during the limited face-to-face learning period.

Methods: This was a descriptive quantitative observational study conducted at The Faculty of Medicine, Universitas Jenderal Soedirman during the implementation of limited face-to-face learning in the even semester of 2021/2022. Undergraduate students selected by total sampling were asked to fill in a questionnaire that was adapted from the MSLQ. The frequency of a learning strategy application for each of the 22 examples of metacognitive SRL strategies differed into: never; rarely; frequently; or always.

Results: The response rate was 57.93% (199 students). Most (70.4%) of the respondents were women and had an average of 19.6 years old. Learning strategies with the largest proportion of "always" and "frequently" applied (44.58% - 65.38%) were related to identifying reading/learning needs; learning from peer feedback; and keeping focus. Learning strategies with the largest proportion of "rarely" and "never" (30.12% - 53.13%) were related to monitoring and evaluating achievement and applying reflective learning.

Conclusion: The profile of the implementation of learning strategies during the limited face-to-face learning period has been identified. Efforts need to be made to improve students' abilities in implementing learning strategies that are rarely and never used.


Keywords


metacognitive, learning strategy, limited face-to-face learning, self-regulated learning

Full Text:

PDF


References

  1. English MC, Kitsantas A. Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdiscip J Probl Learn. 2013 Sep 5;7(2).
  2. Pintrich PP. The role of goal-orientation in self-regulated learning. In: Monique Boekaerts, Pintrich PR, Zeidner M, editors. Handbook of Self-Regulation. 2nd ed. San Diego: Elsevier Academic Press; 2000. p. 2000.
  3. Broadbent J. Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet High Educ [Internet]. 2017;33:24–32. Available from: http://dx.doi.org/10.1016/j.iheduc.2017.01.004
  4. Duncan TG, McKeachie WJ. The making of the motivated strategies for learning questionnaire. Educ Psychol. 2005;40(2):117–28.
  5. Perry NE, Rahim A. Studying Self-Regulated Learning in Classrooms. Handb Self-Regulation Learn Perform. 2015;(13109).
  6. Galanes GJ, Adams K (Katherine L. Effective group discussion : theory and practice. 2013. 443 p.
  7. Sungur S, Tekkaya C. Effects of problem-based learning and traditional instruction on self-regulated learning. J Educ Res. 2006;99(5):307–20.
  8. Pintrich PRR, Smith D, Garcia T, McKeachie W. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor Michigan [Internet]. 1991;48109(August 2016):1259. Available from: http://www.ilo.uva.nl/projecten/Gert/Teaching/VietnamCourseDec2006ResearchMethodology/Pintrich.pdf
  9. Weinstein CE, Palmer DR, Acee TW. Learning and study strategies inventory. Clear FL H H Publ [Internet]. 2016;30(1):1–55. Available from: http://www.amazon.com/dp/0131723154%0Awww.hhpublishing.com
  10. Johny L, Lukose L, Magno C. The assessment of academic self-regulation and learning strategies: can they predict school ability? Educ Meas Eval Rev. 2012;3(May):77–89.
  11. Magno C. Validating the Academic Self-regulated Learning Scale with the Motivated Strategies for Learning Questionnaire ( MSLQ ) and Learning and Study Strategies Inventory ( LASSI ) Validating the Academic Self-regulated Learning Scale with the Motivated Strategi. 2015;(May).
  12. Mango C. Validating the academic self-regulated learning scale with the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning and Study Strategies Inventory (LASSI). Int J Educ Psychol Assess [Internet]. 2011;7(2):56–73. Available from: https://ssrn.com/abstract=2287180
  13. Arikunto S. Prosedur penelitian: suatu pendekatan praktik. Jakarta: Rineka Cipta; 2013.
  14. Ariezaputra D. Deskripsi strategi belajar kognitif dan metakognitif sebagai bagian self-regulated learning dari mahasiswa FK Unsoed angkatan 2017 selama periode pembelajaran daring. Universitas Jenderal Soedirman; 2021.
  15. Dolmans DHJM, H.G. Schmidt. What drives the student in problem-based learning. Med Educ. 1994;28:372–80.
  16. Schraw G, Kauffman DF, Lehman S. Self-Regulated Learning. Encycl Cogn Sci. 2006;(January).
  17. Savin-Baden M. A practical guide to problem-based learning online. 1st ed. A Practical Guide to Problem-Based Learning Online. New York: Routledge (Taylor & Francis); 2007.
  18. Mergendoller JR, Maxwell NL, Bellisimo Y. The Effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdiscip J Probl Learn. 2006;1(2):11–7.
  19. Hmelo‐Silver CE, Bridges SM, McKeown JM. Facilitating Problem‐Based Learning. Wiley Handb Probl Learn. 2019;297–319.
  20. Fitri AD. Critical incidents dalam dinamika kelompok tutorial. JMJ. 2015;3(2):152–63.
  21. Panadero E, Tapia JA, Huertas JA. Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learn Individ Differ [Internet]. 2012;22(6):806–13. Available from: http://dx.doi.org/10.1016/j.lindif.2012.04.007
  22. Honicke T, Broadbent J. The influence of academic self-efficacy on academic performance: A systematic review. Educ Res Rev [Internet]. 2016;17:63–84. Available from: http://dx.doi.org/10.1016/j.edurev.2015.11.002
  23. Davis EA, Linn MC. Scaffolding students’ knowledge integration: Prompts for reflection in KIE. Int J Sci Educ. 2000;22(8):819–37.
  24. Tan OS. Enhancing thinking through problem-based learning approach: International perspective. Cengage Learning. 2004. 1–214 p.



DOI: https://doi.org/10.22146/jpki.79356

Article Metrics

Abstract views : 758 | views : 635

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Catharina Widiartini, Miko Ferine

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats