I.M. Sari, R. Zakwandi, N.C. Medellu, A.S. Prakoso, L. Aviyanti
Academic adaptation is a primary challenge new students face at nearly every university. The differences in learning culture between high school and higher education's more independent learning environment significantly impact academic success, particularly in the first year. This study aims to analyze the effects of implementing the Self-Regulated Approach to Strategic Learning (SRSL) on the conceptual understanding of first-year physics students. The study focuses on topics evaluated using the standard Force Concept Inventory (FCI) test. Each respondent completed two questionnaires, one during the planning phase and one during the implementation phase, while studying three topics related to the FCI. The research data were analyzed qualitatively to assess students' ability to plan and implement learning strategies and quantitatively to measure conceptual understanding through FCI scores. The results indicated that students could reasonably perform situational analysis of learning contexts. However, they needed help to implement the learning strategies they had planned. Post-learning, students also faced difficulties evaluating the challenges encountered during strategy implementation (comprehensive monitoring and problem-solving) and determining appropriate corrective actions (modification). These difficulties were reflected in the low cognitive category on the FCI. This finding suggests difficulties executing and modifying learning strategies affect first-year students' conceptual understanding. Therefore, improvements are needed in classroom teaching and providing out-of-class guidance to help students design and implement effective learning strategies at the university level. © 2024 Institute of Physics Publishing. All rights reserved.
Physics Education Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock