Techniques Self-Regulated Learning To Improve Self-Regulated Learning and Students' Learning Independence in Online Learning Situations Covid The -19

ABSTRACT


INTRODUCTION
Independence is one aspect of personality that affects the success of one's life, students, will continue to learn to be independent in dealing with various situations in the environment so that individuals will eventually be able to think and act alone. Elfira (2013) states that self-reliance is a personal condition that has been able to develop human five for the establishment of human nature in itself in the frame of the human dimension. the ability of self-regulated learning must also be possessed by students in learning, self-regulated learning is the ability of how a person becomes a manager of himself in his learning activities. according to Pérez-Álvarez et al., (2018), Selfregulated learning in students is the ability to develop independent learning strategies in students. Contemporary learning principles in education support the belief that the learning process is not only concerned with teaching materials to students but also the process of how to learn teaching materials, and how learning should involve self-regulation (self-regulation) Magno (2015). Learning independence is indeed very necessary in improving student achievement, especially with the implementation of the 2013 curriculum which requires students to play an active role in learning. Researchers decided to instill learning independence in students, and this was strengthened in the Law of the Republic of Indonesia Number 20 of 2003 Article 3 which emphasizes that it aims to develop the potential of students to become human beings who believe and fear God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. From this principle, it can be understood that teaching students about how they should learn, more specifically, teaching students about self-regulation so that they can develop self-directed learning behaviors (selfregulation learning) and become successful students in activities. learning is an important thing to do in school. The teaching and learning process is integration between learning activities by students and teaching by teachers. This means that students and teachers have their respective roles and functions. In this process, there is a transfer of knowledge from teachers to students. Ideally, students can accept any knowledge conveyed by the teacher. However, the reality is not that easy. Several factors influence the teaching and learning process, for example learning media, teacher methods in teaching, classroom conditions, and others. Self-regulated learning is one of the counselors' assistance or Guidance and counseling teachers to help organize the learning process through guidance and counseling service activities in the fields of personal development, social skills, learning abilities, and career development in educational units. Al-Rawahi & Al-balushi (2015) Define self-regulated learning as a condition in which individuals who learn as controllers of independent learning activities, monitor motivation, and academic goals, manage human and material resources, and become behavior in decision-making processes and implementers in the learning process.
Relevant research related to problems on this topic, namely Indira (2020) aims to test the effectiveness of self-regulated learning in online learning to improve learning mastery during the Covid-19 pandemic. The data obtained from the subjects before and after receiving the training also supports clarifying the acceptance of the hypothesis in this study. Before receiving the selfregulated learning the subjects showed that there were several problems experienced in their learning completeness, namely having motivation/lazy to study, lacking self-confidence, not being able to divide study time, feeling that they did not have time to study because of other activities, forgot to do assignments, often late in collecting assignments, often late for class. From these data, it shows that before receiving training, the subject still does not or lacks the ability to regulate himself in learning so that his learning completeness is classified as low. training selfregulated learning, subjects were able to apply steps to improve their learning mastery with selfregulation strategies. Subjects become active in managing time, between study time and other activities, can prepare themselves before the material is given, do assignments correctly and complete them on time, and are more active in learning so that their learning mastery also increases. Another study by Hidayah (2019) The results of a survey conducted at SMKN 1 Surabaya, according to a teacher who teaches basic graphic design subjects in class X MM stated that the learning process uses conventional models with lectures sometimes using problem-based learning. So that learning is centered on the teacher and students become passive, not a few students will feel bored and prefer to talk to their friends rather than listen to the teacher's explanation so that the teacher becomes difficult to condition the class. This classroom atmosphere has an impact on self-regulated learning in student learning, namely the desire to learn, have self-confidence, self-management, self-control, and self-discipline in learning. Data analysis of the results of the self-regulated learning questionnaire of students has increased from before being given treatment 18 students classified as high learning independence and 12 students classified as moderate learning independence and the percentage results after being Techniques Self-Regulated Learning To Improve Self-Regulated Learning and Students' Learning Independence in Online Learning Situations Covid The -19 DOI : https://doi.org/10.46627/sipose.v2i3.117 97 Studies in Philosophy of Science and Education https://scie-journal.com/index.php/SiPoSE given treatment 22 students classified as high independence and 8 students classified as moderate independence.

RESEARCH METHOD
This research was conducted through a quantitative approach with a quasi-experimental design. The quasi-experimental design used is a non-equivalent control group design. Operationally, the experiment with the non-equivalent control group design was carried out by following the step-bystep model of the nonequivalent control group design experiment. The population in this study were students of SMP Sunan Ampel Kesambi Porong. The study decided to use 69 samples with a non-random. purposive sampling method Sampling took with a tolerable error of 10%, and the determination of the sample size of respondents using the Slovin formula.

RESULTS AND DISCUSSION
Self-regulated learning is a concept about how a person becomes his manager in his learning activities. Self-regulated learning is an ability where a person can activate and encourage thinking (cognition), feelings (affection), and actions (actions) that have been planned systematically and repeatedly oriented to achieve a goal in learning Zimmerman (2011). Based on Bruin (2020), argues the challenges of the theory of self-regulated learning. First, to improve our understanding of how learners monitor their learning, taking a cognitive load perspective to examine how learners incorporate mental effort into their monitoring process would be very informative. Second, to improve our understanding of the design of learning tasks and learning environments about the cognitive load experienced by learners, a self-regulatory perspective that focuses on how learners manage mental effort would be valuable.
Third, to enhance the development of declarative knowledge and domain-specific skills, an integrated cognitive load and self-learning perspective that investigates the cognitive demands of self-directed learning and how to optimize cognitive load during self-directed learning can be of great use. In the research of Putri et al. (2020) to increase the ability of self-regulated learning, self-regulated learning can be used quite effectively, it can be seen from the data from the implementation of self-regulated learning that students have increased from the amount of N-gain. Based on the descriptive analysis, the overall self-regulated learning ability increased.
Meanwhile, in this study, applying self-regulated learning techniques to improve selfregulated learning abilities during the COVID-19 pandemic. It can be seen that the results of selfregulated learning abilities before being treated with self-regulated learning abilities of students are known to have an average pre-test of 59.57 after being treated with self-defense techniques. the regulated learning ability of students can be seen from the post-test 82.31 there is an increase of 22.74. So it can be stated that there is a significant increase in the score of the results of the selfregulated learning ability of the experimental group students or those given the self-regulated learning technique.
Tabel 1. According to Lustyanti (2016) learning independence is a process, method, and philosophy of education in which students gain knowledge from teachers and develop the ability to investigate and evaluate with their efforts. According to Biondi et al. (2015) autonomy can help them think for themselves and pursue independent learning, competency is a key to confident decision-making and leadership. Individuals who receive autonomy support (e.g., sensitivity to their perspective, recognition of their feelings, provision of choice, minimization of control) from important authority figures are more motivated to pursue their goals, are more satisfied with their work and life, and ultimately become higher achievers than individuals. being coerced or coerced into pursuing someone else's goals. In Hidayah's research (2019) to increase learning independence, using self-regulated learning is quite effective, can be seen from the data from the implementation of self-regulated learning that students experienced an increase from before being given treatment, which was 69.4%, 18 students classified as high learning independence and 12 students classified as high learning independence. learning independence was moderate and the percentage result after being given treatment was 77%, 22 students were classified as high independent, and 8 students were classified as moderate independent. Meanwhile, this study applies self-regulated learning techniques to increase learning independence during the covid 19 pandemic. It can be seen that the results of learning independence before being given treatment for students' independence are known to have an average pre-test of 55.94 after being given treatment with self-regulated learning techniques. post-test 89.34there is an increase of 21.48 so it can be stated that there is a significant increase in the score of independent learning outcomes of students in the experimental group or those given self-regulated learning techniques.

Comparative Research Results of Self-regulated Learning Techniques and Conventional Techniques
Contemporary learning principles in education support the belief that the learning process is not only concerned with teaching materials to students but also the process of how to learn teaching materials, and how learning should involve self-regulation. ) Magno (2015). From this principle, it can be understood that teaching students about how they should learn, more specifically, teaching students about self-regulation so that they can develop self-directed learning behavior (self-regulation learning) and become successful students in activities. learning is an important thing to do in school. According to Cheng (2011) In the process of self-regulated learning, students monitor and adjust their learning strategies. Monitoring activities include checking learning content, assessing learning difficulties, assessing progress, and predicting learning outcomes. Since self-learning is a multidimensional activity involving individual cognition, emotion, action, and environment, teachers need to advise students on self-assessment, goal setting, learning strategies, motivation, and monitoring. Self-regulated learning is understood as a learning process in which students use self-regulation skills, such as self-assessment, self-direction, control, and adjustment, to acquire knowledge. Students who can do self-study have a clear idea of how and why certain self-regulatory strategies should be used. They are active learners in terms of metacognition, motivation, and action control. For example, they focus on improving their learning performance, using selfregulation strategies, providing feedback to themselves, and improving their learning based on that feedback. As a result, they change their sense of self or their learning strategies. In Indira's research (2020) the application of self-regulated learning strategies is quite effective, Indira's research (2020) aims to test the effectiveness of students' self-regulated learning in online learning Techniques Self-Regulated Learning To Improve  100 Studies in Philosophy of Science and Education https://scie-journal.com/index.php/SiPoSE during the Covid-19 pandemic. Based on the determination of (error rate) of 5% is 0.05, then 0.000 <0.05.
The results of data analysis prove that Ho is rejected and Ha is accepted. In other words, the application of self-regulated learning is effective in online learning during the Covid-19 pandemic at SMA Negeri 1 Lawang. Meanwhile, in this study, we tested the effectiveness of self-regulated learning techniques to improve self-regulated learning and learning independence in the Covid-19 pandemic situation. Based on the F test, it can be seen that the calculated F is 0.011 with a probability of 0.915. Because the probability value is > 0.05, then H0 is accepted or the two population variances are the same (homogeneous). Furthermore, based on the control class t-test, it can be seen that count is with a probability of 0.529, therefore the probability is 0.529 > 0.05, then Ho is accepted and the experimental class shows that count is with a probability of 0.000. Because the probability is 0.000 < 0.05, then Ho is rejected, it can be concluded that the application of self-regulated learning techniques and conventional techniques is different. Thus, it can be concluded that the use of self-regulated learning techniques is quite effective in increasing selfregulated learning abilities and learning independence. Meanwhile, the use of conventional methods is not effective in increasing the ability of self-regulated learning and independent learning.

CONCLUSION
The level of effectiveness of Self-Regulated Learning Techniques to improve Self-Regulated Learning abilities and learning independence of students is in the high category. By providing appropriate teaching methods, it can be useful to identify so that each student can become an independent learner or self-regulated learning. Educators are expected to be able to facilitate students' learning needs physically and psychologically to support their academic performance at school so that the self-regulated learning abilities experienced by students can be managed properly. For further research, researchers should add other variables to enrich the results of research in the field studied.