Correlation of Learning Systems with Student Engagement and Learning Outcomes
Abstract
Ubiquitous Project Based Learning (UPBL) offers learning opportunities that are not limited by time and place, adapts to students' level of mastery, and creates learning communities where students can engage with each other while working on learning projects. UPBL actively contributes to achieving learning goals as best as possible. This research aims to determine the relationship between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) with student involvement and to choose the relationship with learning outcomes. This research uses a one-group pretest-posttest design. The parametric statistical test analysis technique of Pearson product-moment correlation was used to calculate the research data findings. The output of data calculations using SPSS is correlation data between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) students with student involvement and learning outcomes which is known to indicate a significant relationship between UPBL and SRL students, with student involvement and learning outcomes. , which is 0.000 and 0.005, which is smaller than the value of 0.05, it can be concluded that there is a significant relationship between UPBL and SRL students with student engagement and learning outcomes. The research results show that UPBL is substantially related to SRL regarding student engagement and learning outcomes.
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References
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[2]. Champakul, P., Bengthong, S., & Boonphak, K. (2022). The effect of ubiquitous learning management system using imagineering to enhance learning achievement and multimedia creation skill for upper secondary school. Kasetsart Journal of Social Sciences, 43(2), 465–472. https://so04.tci-thaijo.org/index.php/kjss/article/view/258506
[3]. Chen, S., Lai, C., Lai, Y., & Su, Y. (2019). Effect of project-based learning on development of students ’ creative thinking. International Journal of Electrical Engineering & Education, 59(3). https://doi.org/10.1177/0020720919846808
[4]. Chu, H.-C., Chen, J.-M., Yang, K.-H., & Lin, C.-W. (2016). Development and application of a repertory grid-oriented knowledge construction augmented reality learning system for context-aware ubiquitous learning. International Journal of Mobile Learning and Organisation, 10(1–2), 40–60. https://doi.org/10.1504/IJMLO.2016.076189
[5]. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education, Inc.
[6]. Creswell, J. W. (2019). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publications.
[7]. Degeng, N. S. D. & P. D. (2018). ilmu pembelajaran (ke 2). Malang: Yayasan TPK.
[8]. Du, Y., Wu, Y., & Lan, M. (2019). Exploring human gender stereotypes with word association test. Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP), 6133–6143. https://doi.org/10.18653/v1/D19-1635
[9]. Grant, M. M. (2002). Getting A Grip On Project-Based Learning : Theory,Cases And Recommendations. Meredian: A Middle School Computer Technologies Journal, 5(1). http://www.ncsu.edu/meridian/win2002/514
[10]. Herlandy, P. B., & Purwanto, H. (2022). Ubiquitous Learning as Learning Method for Achieving Vocational Competencies in Higher Education During Pandemic of Covid-19. Jurnal Pendidikan Teknologi Dan Kejuruan, 28(1). https://doi.org/10.21831/jptk.v28i1.43156
[11]. Hsu, C. K., & Hwang, G. J. (2014). A context-aware ubiquitous learning approach for providing instant learning support in personal computer assembly activities. Interactive Learning Environments, 22(6), 687–703. https://doi.org/10.1080/10494820.2012.745425
[12]. Huang, R., Spector, J. M., & Yang, J. (2019). Introduction to Educational Technology. Lecture Notes in Educational Technology, 3–31. https://doi.org/10.1007/978-981-13-6643-7_1
[13]. Ikhwan, A. (2021). Metode Penelitian Dasar (Mengenal Model Penelitian dan Sistematikanya). Tulungagung: STAI Muhammadiyah Tulungagung.
[14]. Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20–23. https://www.jstor.org/stable/44428478
[15]. Lester, D. (2013). A review of the student engagement literature. Focus on Colleges, Universities, and Schools, 7(1), 1–8. http://www.nationalforum.com/Electronic Journal Volumes/Lester, Derek A Review of the Student Engagement Literature FOCUS V7 N1 2013.pdf
[16]. Liu, Y., Zhang, M., Qi, D., & Zhang, Y. (2022). Understanding the role of learner engagement in determining MOOCs satisfaction: a self-determination theory perspective. Interactive Learning Environments, 31(9), 1–15. https://doi.org/10.1080/10494820.2022.2028853
[17]. Moreno-López, G. A., Burgos, D., & Jiménez-Builes, J. A. (2022). A Ubiquitous Learning Model for Education and Training Processes Supported by TV Everywhere Platforms. International Journal of Emerging Technologies in Learning, 17(11), 128–145. https://doi.org/10.3991/ijet.v17i11.30265
[18]. Mouri, K., & Ogata, H. (2015). Ubiquitous learning analytics in the real-world language learning. Smart Learning Environments, 2(15), 1–18. https://doi.org/10.1186/s40561-015-0023-x
[19]. Muñoz-Cristóbal, J. A., Rodríguez-Triana, M. J., Gallego-Lema, V., Arribas-Cubero, H. F., Asensio-Pérez, J. I., & Martínez-Monés, A. (2018). Monitoring for Awareness and Reflection in Ubiquitous Learning Environments. International Journal of Human-Computer Interaction, 34(2), 146–165. https://doi.org/10.1080/10447318.2017.1331536
[20]. Mykytiuk, S., Lysytska, O., Melnikova, T., & Mykytiuk, S. (2022). Facebook as a Flexible Ubiquitous Learning Space for Developing Speaking Skills. IAFOR Journal of Education, 10(1), 109–133. https://doi.org/10.22492/ije.10.1.06
[21]. Norman, G. (2010). Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education, 15(5), 625–632. https://doi.org/10.1007/s10459-010-9222-y
[22]. Phahlane, M. M., & Kekwaletswe, R. M. (2012). Contextualized framework for ubiquitous learning support using a learning management system. International Journal of Computer and Information Technology (IJCIT), 1(2), 109–112. https://www.ijcit.com/archives/volume1/issue2/Paper010216.pdf
[23]. Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490–501. https://doi.org/10.1016/j.chb.2016.05.057
[24]. Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
[25]. Soparat, S., Arnold, S. R., & Klaysom, S. (2015). The Development of Thai Learners’ Key Competencies by Project-Based Learning Using ICT. International Journal of Research in Education and Science, 1(1), 11–22. https://eric.ed.gov/?id=EJ1105193
[26]. Suartama, I., Setyosari, P., Sulthoni, Ulfa, S., Yunus, M., & Sugiani, K. (2021). Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated …. Kassel, Germany: International Journal of Emerging Technology in Learning, 16(3), 36–56. https://www.learntechlib.org/p/219037/
[27]. Sudatha, I. G. W., Degeng, I. N. S., & Kamdi, W. (2018). The effect of visualization type and student spatial abilities on learning achievement. Journal of Baltic Science Education, 17(4), 551–563. https://doi.org/10.33225/jbse/18.17.551
[28]. Thongkoo, K., Panjaburee, P., & Daungcharone, K. (2019). A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach. International Journal of Mobile Learning and Organisation, 13(2), 129–151. https://doi.org/10.1504/IJMLO.2019.098179
[29]. Vallejo-correa, P., Monsalve-pulido, J., & Tabares-betancur, M. (2021). A systematic mapping review of context-aware analysis and its approach to mobile learning and ubiquitous learning processes ✩. Computer Science Review, 39, 100335. https://doi.org/10.1016/j.cosrev.2020.100335
[30]. Wong, B. T. M. (2018). Success in mobile and ubiquitous learning: Indicators of effectiveness. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 9, 55–63. https://lumenpublishing.com/journals/index.php/brain/article/view/2114
[31]. Yamada, M., Shimada, A., Okubo, F., Oi, M., Kojima, K., & Ogata, H. (2017). Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0053-9
[32]. Yu, C., & Franz, D. P. (2018). Visiting technological pedagogical and content knowledge (TPACK): Issues and challenges for teachers’ professional development. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (Vol. 2, pp. 1091–1102). https://doi.org/10.4018/978-1-5225-5631-2.ch050
Published
2024-02-29
How to Cite
PRADANA, Mochamad Desta et al.
Correlation of Learning Systems with Student Engagement and Learning Outcomes.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 1, p. 364-377, feb. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/518>. Date accessed: 19 sep. 2024.
doi: https://doi.org/10.35723/ajie.v8i1.518.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
