Applying self-regulated learning intervention to enhance students' learning: A quasi-experimental approach

Abstract

This study investigated the effect of intervention associated with self-regulated learning (SRL) to 84 undergraduate students at Universitas Negeri Jakarta (UNJ), Indonesia. The respondents originate from department of primary education (PGSD) who enrolled development of learner's course. This study utilized quasi experimental design support with Motivational Strategies for Learning Questionnaire (MSLQ) as pre-test and post-test instrument. Based on ANCOVA and correlation coefficient result revealed that (1) the undergraduate students who receive self-regulated learning strategies intervention have greater academic performance; (2) there was significantly different between pre-test and post-test result of SRL variables in experimental group; (3) there were correlations among SRL variables on experimental group's post-test result (i.e., academic cognition, academic motivation and academic behavior strategies; and (4) the intervention has an impacted for experimental group regarding their pre-test and post-test result among three variables of SRL.