Self Directed Learning Readiness SDLR 1.

The 2nd International Conference on Science, Technology, and Humanity ISSN: 2477-3328 4 2. Social factors in the school including social systems, social status, and the interaction of teachers and students. 3. Situational factors, which include the state economic policy, time, place and the climate. 4. Talent. 5. Interest. 6. Emotion. 7. Personality. 8. Psychiatric disorders or personality disorders. Dalyono 2007 divided the factors that affected academic achievement into two parts including internal factors and external factors. Internal factors consisted of health, intelligence, talent, enthusiasm, motivation, and learning. The external factors consisted of family, school, community and environment.

2.2 Self Directed Learning Readiness SDLR 1.

Self Directed Learning SDL a. Definition of Self Directed Learning SDL The definition of SDL delivered by Knowles 1975 and as cited by Abu Daud, Daing Zaidah, Azizun Asmuni 1998, they defined SDL as a person getting the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying the source, learning from someone and learning materials, choosing and implementing appropriate learning strategies and evaluating learning outcomes. According to Abu Daud, Daing Zaidah, Azizun Asmuni 1998, the focus of the Knowles’s concept was on pedagogic procedures. He saw an adult learner should have a more independent need and be highly motivated. Meanwhile, according to Fisher et al. 2001, SDL is a learning method that is used to enhance adult education at the school. SDL can be defined as a learners responsibility to determine their own way of learning. This means that learners have the freedom to determine the importance of learning. Kaufman 2003 as cited by Harsono 2008 expressed that the sense of SDL or independent learning as a method that organize teaching and learning in which learning tasks are controlled entirely by students. SDL can also be interpreted as an effort to have the ability to be responsible for their learning, personal autonomy, and individual choice. Meanwhile, according to Candy 1991 operationally independent learning is the ability of a person in terms of methodical and disciplined, logical and analytical, collaborative and interdependent, inquisitive nature and an open, creative, motivated, persistent and responsible, confident and able to learn, and reflective and self-conscious. According to Long 2005, he suggested that SDL is a mental process that is supported by behavioral activity to identify and search for information. In this system, by using SDL, students consciously accept the responsibility for making decisions about the goals and efforts that will change the way they do, and their own learning. An effective independent learner is someone who has the personality traits and skills such as goal setting, information processing, executive, cognitive processing, and decision-making skills. b. Self-Directed scope Learning SDL According to Harrison 1978 as cited from Song L and Hill J 2007, SDL is a process in organizing some of the instructions, focusing on the learner’s autonomy in the instructional process. In contrast to the concept delivered by Kasworm Guglielmino The 2nd International Conference on Science, Technology, and Humanity ISSN: 2477-3328 5 1988, Candy 1991 as cited from Song L and Hill J 2007, they viewed SDL as a personal attribute of the purposes of education which described as a person who has built morality, emotional intelligence and autonomy. c. Stages in Self Directed Learning SDL The conceptual model of the SDL as provided by Merriam and Caffarella 1999 and cited from Mei-Hui Huang 2008, is divided into three categories namely: linear, interactive and instructional models. The examples of linear models such as those presented by Knowles 1975 that divided the six stages in the SDL, which are: a. Climate setting, b. Diagnosing learning needs, c. Formulate learning objectives, d. Identify and learn from the source material, e. Selecting and implementing appropriate learning strategies, f. Evaluate learning outcomes. Brockett and Hiemstra 1991 stated that self-directed learning consists of two dimensions, namely SDL as an instructional process in which students have a responsibility in the learning process and SDL as a personal characteristic in which students have a responsibility in the learning process that is based on self-motivation. According to Brookfield 1985, learning is described as a change in the internal awareness of the central nervous system in line with the learning activity. As it has already been mentioned that understanding the process of self-study will involve instructional process in which the students have the primary role in planning, implementing and evaluating experiences. The terms and understanding of SDL delivered by Brookfield 1985 who viewed SDL as a change in internal learning and education as external conditions that facilitate internal change. In further developments, Oddi 1985 as cited by Richard 2005 made the instrument to identify self-directed continuing learner which is referred as the Oddi Continuing Learning Inventory OCLI including 24 Likert scale items that contain personal character of student. Oddi distinguished conduction process, perspective and personal perspective related to SDL. He mentioned that the perspective of the process is the most predominant aspect than personality. Finally, Candy 1991 conveyed concepts related to self-directedness as a personal quality or attribute of personal autonomy, as an independent part that affects the learning process outside the formal setting self-taught, as a way of organizing instruction as a control for students. Thus, she looked that there were differences in the learning process in the school setting and outside the school setting. Self-planned learning as mentioned by Hiemstra and Brockett 1994 is a voluntary learning activity, and often find themselves the students alone. It could be said that SDL is an activity in which personal responsibility for planning, implementing, and evaluating the progress are made by the student. SDL according Brocket and Hiemstra 1991 is the process by which the learner has full responsibility in planning, implementing and evaluating the learning process, while the lecturer or the school plays a role in facilitating this process. Learning self-direction revealed by Brocket and Hiemstra 1991 is in charge of student motivation in learning. In addition, self-direction includes two good The 2nd International Conference on Science, Technology, and Humanity ISSN: 2477-3328 6 characteristics including the external characteristics of instructional processes and internal characteristics of the learners himself. 2. Self Directed Learning Readiness SDLR a. Understanding self-directed learning readiness The definition of self-directed learning readiness given by Wiley 1983 as cited from Fisher et al. 2001 is the level of attitude, abilities and personal characteristics necessary for independent learning. Self directed learning as mentioned by Ramsey Couch 1994 as cited from Siaw 1999 is a better value than the adult learner because of the increased creativity, develop existing knowledge, develop the use of brainstorming, and adapt to a rapidly changing environment. Readiness can also be interpreted as a combination of ability and motivation, ranging from the inadequacy and motivated to complete a specific task through the capable and motivated to complete a specific task Oddi, 1986; Grow, 1991, cited from Richards, 2005. According to Niegemann 1995 as cited by Bohne, Faltin, Wagner 2002 they stated that self-directed learning is aimed to maximize the freedom of students to the dimensions of learning objectives related to the subject or idea, media and learning resources, a place to learn, a time to learn, pace and duration of study, social settings e.g., group learning or self-learning, and learning strategies e.g., depth study and sequence of elements to be studied, There are six key principals in an independent study as mentioned by Harden 2005, the first is to determine what student needs to learn by themselves, students set their own where he will learn, what he will learn, how he will learnand when he will learn. Secondly, students have the responsibility to determine context learning, diagnose what they need to learn, identify the required learning resources, the time when they should study and when they want to have a break. Thirdly, student can be involved in planning their own learning. Fourthly, each student may have a desire for learning and the nature of each individual according to what lecturer wants and student needs to learn. Fifthly, student’s learning should be supported by providing adequate learning resources and study guide that has been prepared. The sixth, faculty role changes from a lecturer or a conductor of information to become a manager of the learning process. According to Brockett and Hiemstra 1991, personal responsibility is a central concept of PRO model together with a personal responsibility to control what has thought and done. b. Factors Affecting Self-Directed Learning Readiness According to Garrison 1997, there are three models of the self-monitoring inter- relative to SDL self control, self management and motivation desire to learn. Self monitoring according to an intrinsic factor requires self-regulation, meta-cognitive and reflective. Meanwhile, self-management as extrinsic factors requires good learning strategies. Self management includes management in determining the learning goals and in determining the management of learning resources that can support learning goals. They require an environment that supports the learning goals. Motivated individuals will require intrinsic and extrinsic factors. There are several things that underlie Fisher in making scale of Self-Directed Learning Readiness SDLRS. Firstly, the first presence of self control that determines destination contains of 15 items: evaluate ones performance, the ability to recognize ones limitations and self-regulatory. Secondly, self management in which includes time The 2nd International Conference on Science, Technology, and Humanity ISSN: 2477-3328 7 management, information management and determine ones learning plan of which consisting 13 items overall. Thirdly, the individual motivation in doing self-directed learning and consisting of 12 items. Artist and Harris 2007 expressed the factors that influence SDL including an understanding of the subject matter in advance prior knowledge, independent learning skills, and motivation to learn independently. Meanwhile, according to Niegemann 1995, Rantenstrauch 2001 as cited by Bohne, Faltin, Wagner 2002 revealed that in order to be able to perform self-directed learning, a student must have a competency of self-observation, self-reflection, self- judgment, making their own objective, doing reactivation of existing knowledge, managing learning autonomy e.g., time management, building motivation and concentration in learning autonomy to determine their own learning strategies and problem solving strategies, understanding when to seek a help from a friend or tutor. Patterson et al. 2002 stated that the competence to perform the SDL in nursing students’ learning needs and assessment, self and peer evaluation, reflection, information management, critical thinking and critical appraisal. Knowles 1975, Slevin and Lavery 1991, and Miflin et al. 2000 stated that the faculty and learning environment affect the self-directed learning.

2.3 Motivation to learn 1.