Self-regulated learning and creative thinking skills of elementary school students in the distance education during the COVID-19 pandemic
Abstract
The research aimed to know the relation between self-regulated learning and creative thinking skills of elementary school students in the distance education during COVID-19 pandemic. Self-regulated learning and creative thinking skills are needed by elementary school students. They train the students’ cognitive development during the learning process and prepare them for the next educational level. Teachers should guide, encourage, and implement appropriate learning strategies to improve the students’ self-regulated learning and creative thinking skills. It employed a quantitative approach with ex post facto and survey methods. The sample was 121 elementary school students taken randomly in Sleman Regency, Indonesia. The data were collected using a Likert scale questionnaire. The results showed that the students’ self-regulated learning level was in the moderate category, which was the highest frequency. The creative thinking skills also reached the same level and frequency. Further, self-regulated learning and creative thinking skills were correlated with a high correlation coefficient rate (R = 0.856). Therefore, it is recommended that teachers use a learning method that can activate and develop the self-regulated learning to increase the students’ creative thinking skills.
Keyword : creative thinking, elementary school, narrative writing skills, self-regulated learning, vocabulary mastery
How to Cite
Maryani, I., Estriningrum, U., & Nuryana, Z. (2023). Self-regulated learning and creative thinking skills of elementary school students in the distance education during the COVID-19 pandemic. Creativity Studies, 16(2), 496–508. https://doi.org/10.3846/cs.2023.15278
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Aldig, E., & Arseven, A. (2017). The contribution of learning outcomes for listening to creative thinking skills. Journal of Education and Learning, 6(3), 41–53. https://doi.org/10.5539/jel.v6n3p41
Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1–10. https://doi.org/10.1016/j.system.2016.05.001
Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156–177.
Bayuningsih, A. S., Usodo, B., & Subanti, S. (2018). Problem based learning with scaffolding technique on geometry. Journal of Physics: Conference Series, 1013. https://doi.org/10.1088/1742-6596/1013/1/012134
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers and Education, 115, 69–81. https://doi.org/10.1016/j.compedu.2017.07.014
Callan, G. L., DaVia Rubenstein, L., Ridgley, L. M., & McCall, J. R. (2021). Measuring self-regulated learning during creative problem-solving with SRL microanalysis. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 136–148. https://doi.org/10.1037/aca0000238
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Kim, K. H. (2017). The torrance tests of creative thinking – figural or verbal: Which one should we use? Creativity: Theories – Research – Applications, 4(2), 302–321. https://doi.org/10.1515/ctra-2017-0015
Kumar, K. M., & Reddy, A. R. M. (2017). An efficient k-means clustering filtering algorithm using density based initial cluster centers. Information Sciences, 418–419, 286–301. https://doi.org/10.1016/j.ins.2017.07.036
Lin, Ch.-Sh., & Wu, R.-W. (2016). Effects of web-based creative thinking teaching on students’ creativity and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1675–1684. https://doi.org/10.12973/eurasia.2016.1558a
Lo, Ch. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research. Journal of Engineering Education, 108(4), 523–546. https://doi.org/10.1002/jee.20293
McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25(1), 51–69. https://doi.org/10.1207/s15326985ep2501_5
Mihalca, L., & Mengelkamp, Ch. (2020). Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving. Journal of Educational Psychology, 112(4), 795–810. https://doi.org/10.1037/edu0000389
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Özyaprak, M., & Leana-Taşcılar, M. Z. (2019). The effectiveness of self-regulated learning on teaching SCAMPER technique of creativity. Turkish Journal of Giftedness and Education, 9(1), 16–31.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome – a review of literature. International Journal of Information Management, 43, 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Park, S. E., & Howell, T. H. (2015). Implementation of a flipped classroom educational model in a predoctoral dental course. Journal of Dental Education, 79(5), 563–570. https://doi.org/10.1002/j.0022-0337.2015.79.5.tb05916.x
Peng, Y., & Tullis, J. G. (2020). Theories of intelligence influence self-regulated study choices and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(3), 487–496. https://doi.org/10.1037/xlm0000740
Purnama Simanjuntak, M., Hutahaean, J., Marpaung, N., & Ramadhani, D. (2021). Effectiveness of problem-based learning combined with computer simulation on students’ problem-solving and creative thinking skills. International Journal of Instruction, 14(3), 519–534. https://doi.org/10.29333/iji.2021.14330a
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Schunk, D. H., & Zimmerman, B. J. (2013). Self-regulation and learning. In I. B. Irving (Ed.-in-Chief), Handbook of psychology. Educational psychology (Vol. 7, pp. 45–68). W. M. Reynolds & G. E. Miller (Eds.). John Wiley & Sons, Inc.
Sulisworo, D., Fitrianawati, M., Maryani, I., Hidayat, S., Agusta, E., & Saputri, W. (2020). Students’ self-regulated learning (SRL) profile dataset measured during COVID-19 mitigation in Yogyakarta, Indonesia. Data in Brief, 33. https://doi.org/10.1016/j.dib.2020.106422
Sulisworo, D., Maryani, I., & Kusumaningtyas, D. A. (2021). The role of information technology on the online learning success based on self-regulated learning data. Journal of Physics: Conference Series, 1783. https://doi.org/10.1088/1742-6596/1783/1/012109
Tanu Wijaya, T., Ying, Zh., & Suan, L. (2020). Gender and self-regulated learning during COVID-19 pandemic in Indonesia. Journal of Elementary Education, 4(3), 725–732. https://doi.org/10.31004/basicedu.v4i3.422
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Vrieling-Teunter, E., Stijnen, S., & Bastiaens, Th. (2021). Promoting student teachers’ self-regulated learning in the workplace. Vocations and Learning, 14, 223–242. https://doi.org/10.1007/s12186-021-09264-6
Zarouk, M. Y., Olivera, E., Peres, P., & Khaldi, M. (2020). The impact of flipped project-based learning on self-regulation in higher education. International Journal of Emerging Technologies in Learning, 15(17), 127–146. https://doi.org/10.3991/ijet.v15i17.14135
Ziegler, N., & Opdenakker, M.-Ch. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71–82. https://doi.org/10.1016/j.lindif.2018.04.009
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Aishah Ahad, N., Sin Yin, T., Rahman Othman, A., & Rohani Yaacob, Ch. (2011). Sensitivity of normality tests to non-normal data. Sains Malaysiana, 40(6), 637–641.
Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133–1148. https://doi.org/10.1111/bjet.12353
Aldig, E., & Arseven, A. (2017). The contribution of learning outcomes for listening to creative thinking skills. Journal of Education and Learning, 6(3), 41–53. https://doi.org/10.5539/jel.v6n3p41
Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1–10. https://doi.org/10.1016/j.system.2016.05.001
Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156–177.
Bayuningsih, A. S., Usodo, B., & Subanti, S. (2018). Problem based learning with scaffolding technique on geometry. Journal of Physics: Conference Series, 1013. https://doi.org/10.1088/1742-6596/1013/1/012134
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers and Education, 115, 69–81. https://doi.org/10.1016/j.compedu.2017.07.014
Callan, G. L., DaVia Rubenstein, L., Ridgley, L. M., & McCall, J. R. (2021). Measuring self-regulated learning during creative problem-solving with SRL microanalysis. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 136–148. https://doi.org/10.1037/aca0000238
Carter, R. A. Jr., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5–6), 321–329. https://doi.org/10.1108/ILS-04-2020-0114
Cho, M.-H., Kim, Y., & Choi, D. (2017). The effect of self-regulated learning on college students’ perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10–17. https://doi.org/10.1016/j.iheduc.2017.04.001
DaVia Rubenstein, L., Callan, G. L., & Ridgley, L. M. (2018). Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research. Educational Psychology Review, 30, 921–945. https://doi.org/10.1007/s10648-017-9431-5
Erisoglu, M., Calis, N., & Sakallioglu, S. (2011). A new algorithm for initial cluster centers in k-means algorithm. Pattern Recognition Letters, 32(14), 1701–1705. https://doi.org/10.1016/j.patrec.2011.07.011
Fatmawati, A., Zubaidah, S., Mahanal, S., & Sutopo, S. (2019). Critical thinking, creative thinking, and learning achievement: How they are related. Journal of Physics: Conference Series, 1417. https://doi.org/10.1088/1742-6596/1417/1/012070
Fisher, M., & Baird, D. E. (2005). Online learning design that fosters student support, self-regulation, and retention. Campus-Wide Information Systems, 22(2), 88–107. https://doi.org/10.1108/10650740510587100
Gorey, J. (2020). Teaching in a pandemic: How educators are handling the sudden shift to distance learning. Earthwatch. https://earthwatch.org/stories/teaching-pandemic-how-educators-are-handling-sudden-shift-distance-learning?gclid=CjwKCAiA9bmABhBbEiwASb35V7O-A7J9Cs_TA5H1OSOqRAnhqG9LrCmYqTfdTofsDxS_iHMdm-ZYHxoCnoAQAvD_BwE
Han, J., Huh, S. Y., Cho, Y. H., Park, S., Choi, J., Suh, B., & Rhee, W. (2020). Utilizing online learning data to design face-to-face activities in a flipped classroom: A case study of heterogeneous group formation. Educational Technology Research and Development, 68, 2055–2071. https://doi.org/10.1007/s11423-020-09743-y
Katz, S., & Stupel, M. (2015). Promoting creativity and self-efficacy of elementary students through a collaborative research task in mathematics: A case study. Journal of Curriculum and Teaching, 4(1), 68–82. https://doi.org/10.5430/jct.v4n1p68
Kim, K. H. (2017). The torrance tests of creative thinking – figural or verbal: Which one should we use? Creativity: Theories – Research – Applications, 4(2), 302–321. https://doi.org/10.1515/ctra-2017-0015
Kumar, K. M., & Reddy, A. R. M. (2017). An efficient k-means clustering filtering algorithm using density based initial cluster centers. Information Sciences, 418–419, 286–301. https://doi.org/10.1016/j.ins.2017.07.036
Lin, Ch.-Sh., & Wu, R.-W. (2016). Effects of web-based creative thinking teaching on students’ creativity and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1675–1684. https://doi.org/10.12973/eurasia.2016.1558a
Lo, Ch. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta-analysis of 10 years of research. Journal of Engineering Education, 108(4), 523–546. https://doi.org/10.1002/jee.20293
McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25(1), 51–69. https://doi.org/10.1207/s15326985ep2501_5
Mihalca, L., & Mengelkamp, Ch. (2020). Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving. Journal of Educational Psychology, 112(4), 795–810. https://doi.org/10.1037/edu0000389
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT: Journal of Online Learning and Teaching, 11(2), 309–319.
Özyaprak, M., & Leana-Taşcılar, M. Z. (2019). The effectiveness of self-regulated learning on teaching SCAMPER technique of creativity. Turkish Journal of Giftedness and Education, 9(1), 16–31.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome – a review of literature. International Journal of Information Management, 43, 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Park, S. E., & Howell, T. H. (2015). Implementation of a flipped classroom educational model in a predoctoral dental course. Journal of Dental Education, 79(5), 563–570. https://doi.org/10.1002/j.0022-0337.2015.79.5.tb05916.x
Peng, Y., & Tullis, J. G. (2020). Theories of intelligence influence self-regulated study choices and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(3), 487–496. https://doi.org/10.1037/xlm0000740
Purnama Simanjuntak, M., Hutahaean, J., Marpaung, N., & Ramadhani, D. (2021). Effectiveness of problem-based learning combined with computer simulation on students’ problem-solving and creative thinking skills. International Journal of Instruction, 14(3), 519–534. https://doi.org/10.29333/iji.2021.14330a
Puth, M.-Th., Neuhäuser, M., & Ruxton, G. D. (2014). Effective use of pearson’s product-moment correlation coefficient. Animal Behaviour, 93, 183–189. https://doi.org/10.1016/j.anbehav.2014.05.003
Radha, R., Mahalakshmi, K., Sathish Kumar, V., & Saravanakumar, A. R. (2020). E-Learning during lockdown of COVID-19 pandemic: A global perspective. International Journal of Control and Automation, 13(4), 1088–1099.
Rahardjanto, A., Husamah, H., & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. https://doi.org/10.29333/iji.2019.12212a
Rasmitadila, R., Rusmiati Aliyyah, R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Suryanti Tambunan, A. R. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388
Razali, N. M., & Bee Wah, Y. (2011). Power comparisons of Shapiro–Wilk, Kolmogorov–Smirnov, Lilliefors and Anderson–Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33.
Resien, R., Sitompul, H., & Situmorang, J. (2020). The effect of blended learning strategy and creative thinking of students on the results of learning information and communication technology by controlling initial knowledge. Budapest International Research and Critics in Linguistic and Education Journal, 3(2), 879–893. https://doi.org/10.33258/birle.v3i2.997
Rodd, J. (1999). Encouraging young children’s critical and creative thinking skills: An approach in one English elementary school. Childhood Education, 75(6), 350–354. https://doi.org/10.1080/00094056.1999.10522056
Sahyar, S., Sani, R. A., & Malau, T. (2017). The effect of problem based learning (PBL) model and self regulated learning (SRL) toward physics problem solving ability (PSA) of students at senior high school. American Journal of Educational Research, 5(3), 279–283.
Schober, P., Boer, Ch., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthesia and Analgesia, 126(5), 1763–1768. https://doi.org/10.1213/ANE.0000000000002864
Schunk, D. H., & Greene, J. A. (Eds.). (2018). Educational psychology handbook series. Handbook of self-regulation of learning and performance. P. A. Alexander (Series Ed.). Routledge. https://doi.org/10.4324/9781315697048
Schunk, D. H., & Zimmerman, B. J. (2013). Self-regulation and learning. In I. B. Irving (Ed.-in-Chief), Handbook of psychology. Educational psychology (Vol. 7, pp. 45–68). W. M. Reynolds & G. E. Miller (Eds.). John Wiley & Sons, Inc.
Sulisworo, D., Fitrianawati, M., Maryani, I., Hidayat, S., Agusta, E., & Saputri, W. (2020). Students’ self-regulated learning (SRL) profile dataset measured during COVID-19 mitigation in Yogyakarta, Indonesia. Data in Brief, 33. https://doi.org/10.1016/j.dib.2020.106422
Sulisworo, D., Maryani, I., & Kusumaningtyas, D. A. (2021). The role of information technology on the online learning success based on self-regulated learning data. Journal of Physics: Conference Series, 1783. https://doi.org/10.1088/1742-6596/1783/1/012109
Tanu Wijaya, T., Ying, Zh., & Suan, L. (2020). Gender and self-regulated learning during COVID-19 pandemic in Indonesia. Journal of Elementary Education, 4(3), 725–732. https://doi.org/10.31004/basicedu.v4i3.422
Titikusumawati, E., Sa’dijah, C., As’ari, A. R., & Susanto, H. (2019). An analysis of students’ creative thinking skill in creating open-ended mathematics problems through semi-structured problem posing. Journal of Physics: Conference Series, 1227. https://doi.org/10.1088/1742-6596/1227/1/012024
Torrance, E. P. (1990). The Torrance tests of creative thinking norms – technical, manual, figural (streamlined): Forms A & B. Scholastic Testing Service.
Valle, A., Núñez, J. C., Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosário, P., Cerezo, R., & Muñoz-Cadavid, M. A. (2008). Self-regulated profiles and academic achievement. Psicothema, 20(4), 724–731.
Vrieling-Teunter, E., Stijnen, S., & Bastiaens, Th. (2021). Promoting student teachers’ self-regulated learning in the workplace. Vocations and Learning, 14, 223–242. https://doi.org/10.1007/s12186-021-09264-6
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