Khalifatulloh Fielardh, 2013 Dynamics Of Students Self Regulated Learning Within Encological Multi User Virtual Environment
Universitas Pendidikan Indonesia
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tests were conducted which include: linearity, autocorrelation and hetero- scedasticity. After the assumption tests, researcher used inferential statistic test to
examine the proposed hypothesis as featured in Table 3.4. Detailed results of each test were included in the Appendix C.
Paired sample test instead of one sample t-test was incorporated in this study as there were no standard to be compared against the acquired data. For this
instance there were no standard of self-regulated learning ability, self-regulated learning behavior and understanding of the causal pattern in ecosystem Colardaci
et al., 2011:301-313
Table 3.4 Statistical Tests to Examine Hypothesis.
Hypotheses Statistical Tests
H
1-1
There is a significant differenc e of students’
self-regulated learning before and after the intervention.
paired sample z-test or Wilcoxon test
H
1-2
There is a significant difference of students’ understanding of causal patterns before and
after the intervention. paired sample t-test or
Wilcoxon test H
1-3
There is a significant correlation between self- regulated learning component and students’
understanding of causal patterns Pearson Product
moment or Spearman Correlation
H
1-4
There is a significant effect of self-regulated learning
’s component to students’ understanding of causal patterns.
Pathway Analysis
To specifically address the first and second research question, normalized gain between pretest and posttest of both MSLQ-B and SCCP-E were also calculated
See Appendix D for the detailed result. The acquired scores of the gain could
then be used to show the effectiveness of the given intervention. For this instance the amount of gain expand the result acquired from the difference tests.
The normalized-gain was then categorized based on standards appointed by Hake
1999:1. After completing the quantitative data analysis, the result of qualitative data analysis were infused to enrich the acquired data. Crosscheck to the literature
review was also conducted to explain important findings.
C. Procedure of the Study
Khalifatulloh Fielardh, 2013 Dynamics Of Students Self Regulated Learning Within Encological Multi User Virtual Environment
Universitas Pendidikan Indonesia
| repository.upi.edu
The summary of overall procedure in this study is presented in Figure 3.2 in the following page.
Figure 3.2 Overall Research Procedures
PROBLEM IDENTIFICATION PROBLEM IDENTIFICATION
SCIENCE LEARNING SCIENCE LEARNING
LITERATURE REVIEW LITERATURE REVIEW
CAUSALITY NATURE Grotzer, 2009 CAUSALITY NATURE Grotzer, 2009
PROBLEM FORMULATION PROBLEM FORMULATION
EDUCATIONAL MUVE
Metcalf, 2011
EDUCATIONAL MUVE
Metcalf, 2011 COULD BE TAUGHT VIA
SELF-REGULATED LEARNING
Pintrich,1991;Zimmerman, 2008
SELF-REGULATED LEARNING
Pintrich,1991;Zimmerman, 2008 REQUIRE
JUDGMENT JUDGMENT
INSTRUMENTATION INSTRUMENTATION
TRYOUT TRYOUT
REVISION REVISION
RESEARCH INSTRUMENTS RESEARCH INSTRUMENTS
QUANTITATIVE pre and post
QUANTITATIVE pre and post
QUALITATIVE QUALITATIVE
MSLQ-B
Liu et al., 2010
MSLQ-B
Liu et al., 2010
SCCP-E
Grotzer, 2009
SCCP-E
Grotzer, 2009
INTERVIEW SCHEDULE
INTERVIEW SCHEDULE
REFLECTIVE JOURNAL
REFLECTIVE JOURNAL
ANECDOTAL NOTE
ANECDOTAL NOTE
WAS ADMINISTERED IN WORKSHEET
Metcalf, 2011 WORKSHEET
Metcalf, 2011
DATA COLLECTION Embedded Experimental Research Design,
Creswell Clark, 2007:68 DATA COLLECTION
Embedded Experimental Research Design, Creswell Clark, 2007:68
INTERVENTION INTERVENTION
QUANTITATIVE PREMEASURE QUANTITATIVE PREMEASURE
QUANTITATIVE POSTMEASURE QUANTITATIVE POSTMEASURE
POST-QUALITATIVE POST-QUALITATIVE
PRE-QUALITATIVE PRE-QUALITATIVE
PERI-QUALITATIVE PERI-QUALITATIVE
ONE-GROUP PRETEST-POSTTEST ONE-GROUP PRETEST-POSTTEST
DATA TRANSFORMATION DATA TRANSFORMATION
QUALITATIVE QUALITATIVE
QUANTITATIVE QUANTITATIVE
ORDINAL SCALE ORDINAL SCALE
INTERVAL SCALE INTERVAL SCALE
CATEGORIZATION CATEGORIZATION
DATA ANALYSIS DATA ANALYSIS
DESCRIPTIVE STATISTICS
DESCRIPTIVE STATISTICS
MEAN MEAN
PERCENTAGE PERCENTAGE
QUALITATIVE ANALYSIS
QUALITATIVE ANALYSIS
CODING CODING
THEME GENERATING
THEME GENERATING
INFERENTIAL STATISTICS INFERENTIAL STATISTICS
ASSUMPTION TESTS
ASSUMPTION TESTS
HYPOTHESIS TEST HYPOTHESIS TEST
DIFFERENCE TEST
DIFFERENCE TEST
CORRELATION ANALYSIS
CORRELATION ANALYSIS
PATHWAY ANALYSIS
PATHWAY ANALYSIS
DISCUSSION DISCUSSION
QUANTITATIVE FINDINGS
QUANTITATIVE FINDINGS
qualitative findings qualitative findings
CONCLUSION CONCLUSION
RECOMMENDATION RECOMMENDATION
FACTOR ANALYSIS
FACTOR ANALYSIS
105
Khalifatulloh Fielardh, 2013 Dynamics Of Students Self Regulated Learning Within Encological Multi User Virtual Environment
Universitas Pendidikan Indonesia
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repository.upi.edu
CHAPTER 5 CONCLUSION AND RECOMMENDATION
A. Conclusion
Referring to the main objective of this learning which is to examine the dynamics of students’ self-regulated learning on understanding causal pattern in
ecosystem via multi-user virtual environment, based on research finding, analysis
and discussion several conclusions could be made as follow.
Experimental quantitative outcomes revealed that students were more engaged in an individual learning activity rather than a group learning activity within the
Multi User Virtual Environment. Qualitative findings expand that outcome by pointing out that this condition might be attributed to some problem: incompetent
group leader, reliance on face-to-face discussion rather than using online platform and poor time management.
Experimental quantitative outcomes revealed that there was a significant difference of students’ self-regulated learning after learning via the Multi User
virtual environment; although a low gain was reported for both motivational and learning strategy scale. Qualitative findings expand that outcome by providing
evidence that students need more prompt from teacher to be able to increase their
self-regulated learning skill. Experimental quantitative outcomes revealed that
there was a significant di fference of students’ understanding of causal pattern in
ecosystem after learning via Multi-User Virtual Environment, with a medium gain
reported.
Correlational analysis showed that among the self-regulated learning components only: individual engagement, internal goal orientation, critical
thinking and self-efficacy that significantly correlated with academic achievement, which in this study refers to students’ understanding of causality
patterns. Highest correlation that could be recorded in this study was shown by the
individual engagement. Pathway analysis showed that only internal goal
orientation and individual engagement components of self-regulated learning that
