the first pic is the qestion and the rest is where u find the anawer , please not a long anawer .

Strengthen Neural Connections What associations from the information you have analysed and controlled can you make to information you already know? TEM Journal, Volume 10, Issue 3, Pages 1285-1293, ISSN 2217-8309, DOE 10.18421/TEM103-35, August 2021 The Analysis of Self-Regulated Learning Skills in Senior High School Students: A Phenomenological Study Ameliasari Tauresia Kesuma ', Heri Retnawati', Himawan Putranta? Department of Education Research and Evaluation. Graduate School, Yogyakarta State University, Yogyakarta 55281, Indonesia Department of Educational Sciences. Concentration of Physics Education Graduate School, Yogyakarta State University. Yogakarta 55281. Indonesia Abstract - The purpose of this research is to analyze 1. Introduction self-regulated learning (SRL) led of senior high school students. This research is qualitative research Senior high school students in cognitive and with a phenomenological approach. The research mental development have different phases than junior sample consisted of 21 high school students who were tagh school and elementary school students, Senior selected using purposive sampling technique. Data high school students have entered a period of collection techniques are used in-depth interviews to adolescent transition that can already think critically reveal participant experiences related to SRL Data analysis techniques are done by using Creswell's and abstractly Good self-management will affect analysis model that uses the stages of data collection the competence of both in terms of cognitive reduction, and interpretation. The results showed that intelligence or emotional intelligence, several main themes were found that support the SRI. development phase of senior high school students skills that senior high school students have to possess enters the transition from adolescence to carly including the preparation phase, performance, and the adulthood. At this time, a person has begun to think reflection. To be able to develop SRL skills senior high openly, flexibly, and adaptably 12). The early adult school students, the school teachers and parents need phase is usually marked by conditions of uncertainty, to provide opportunities for exploration de students in instability in dealing with a problem. Early adulthood order to gain knowledge and selle problems on their own. Students abo need to be given the freedom to is a time when a person experiences physical and arrange their learning process by their goals. mental changes simultaneously [3] Characteristics of carly adulthood related to the educational process are Keywords - Performance, preparation, reflection, the period of self-regulation learning. These self-regulated learning conditions have an impact on how students can have self-regulation skills in learning Consequently applied learning has to support students' self- DOI: 10.18421/TEM103-35 regulation learning skills https://doi.org/10.18421/TEM103-35 These conditions illustrate that senior high school Corresponding author: Ameliasari Tauresia Kesuma, students have to have good self-regulation learning Department of Education Research and Evaluation skills to deal with problems in life, especially in the Graduate School Yogyakarta State University, Yogyakorte world of education independently. Students are S5281, Indonesia required to learn independently, be smart in Email: ameliasaritauresia 2018 studenty acid managing time, and carry out more intensive and Received: 10 October 2020 targeted leaming activities so that students are more Revised: 27 June 2021 productive, creative, and innovative (4) On the other Accepted: 05 July 2021 hand, mastery of senior high school student skills in Published: 27 August 2021. self-regulation is still immature. One's skills can be CORO 2021 Ameliasari Tauresia Kesuma, Heri of skills with practice has proven to be effective in obtained by teaching and learning. The transmission Retrsawati & Himawan Putranta, published by UIKTEN This work is licensed under the Creative Commons developing self-regulation learning skills is very de cloping skills ts The role of the teacher in Attribution-NonCommercial-NoDerivs 4.0 License important. Students who get good mentoring from The article is published with Open Access at teachers can identify their strengths and weaknesses, www.temul.com while students who do not get good teacher TEM Journal. Volume 10, Issue 3, Pages 1285-1293, ISSN 2217-8309, DOI: 10.18421/TEM103-35, August 2021 assistance will send to lead to slower development of memory strategies or organize the material. When self-regulation they become more knowledgeable (have or show a Self-regulation skills are needed by students to lot of knowledge, awareness, or intelligence) in a solve the problems encountered in learning. Self- field, they apply many strategies automatically (11) regulation learning is considered as a component in the demand to achieve successful learning and shaping student identity, Self-regulation learning is learning status requires students to be able to identify part of lifelong leaming The concept of self- the skills they have. The ability to identify this is a regulation learning emphasizes developing a sense of fundamental problem for senior high school students. responsibility and making your own decisions [6]. In this research, trying to explore the students' skills Self-regulation learning skills tend to teach in self-regulation learning based on learning obtained individuals to be able to diagnose their leaming and the influence of other factors around them needs, formulate goals, identify human and material Understanding the importance of self-regulation resources for learning, choose and apply appropriate learning skills for students in improving their leaming 17. Based on the problem, it can be competence, this study will specifically explore the identified about the existing problems, namely the forms of self-regulation learning for senior high existence of self-regulated learning skills that have to school students. This research tries to answer the be possessed by senior high school students. This following questions, experience-based learning model aims to improve leaming outcomes. Intensive assistance and practice a. What form of self-regulation learning skills should senior high school students have! in making decisions in dealing with problems is a b. What are the constraints faced by students in basic skill that students have to master [8]. These developing self-regulation leaming skills? competencies become the basic skills that will help high school students in developing holistic 2. Methods competencies. Meanwhile, to limit the problems that arise, this research is focused on the forms of self- 2.1. Research Design regulation learning skills. One of the important aspects for students in This research uses a phenomenological approach to learning is the ability to manage themselves in explain the general meaning of some individuals leaming or self-regulated learning Students are regarding their life experiences. Phenomenology is required to have good self-regulated learning skills to the study of the essence and the treatment carried out. assist in the learning process. Self-regulation in It starts from each problem which is further defined leaming is a cognitive approuch to Icaring in essence, the essence of perception, and essence of strategies. Self-regulated learning is very important consciousness for example [12]. Researchers for many people today. Problems for students can be collected data from participants who had experienced rated from simple to complex ones such as lack of the phenomenon and developed a combined focus in learning, student failure in achieving description of the essence of the experience for all brilliant learning achievements, and the influence of participants, and this description consists of what peers on negative things. Following the aim to study they experienced and how they experienced it. The independently throughout his life, senior high school purpose of phenomenology is to extract the essence students have a big challenge to be able to do good of the various experiences of participants when they self-regulation 19). Self-regulated learning is proven experience a phenomenon such as a difficulty to have a major role and influence in high school concentrating in learning, emotional difficulties, and students. Self-regulated learning has a significant others (13). This research focuses on the description relationship with academic achievement in senior of the participants' experiences. The experience high school students. Self-regulated learning also has referred to in this research is about the skills of senior a relationship with the readiness to face exams. high school students in managing or organizing High emotional intelligence can also influence in themselves about school learning increasing students' academic presentations. The environment such as family also contributes to the 2.2. Participant development of self-regulated learning for students. Parents teach and support self-regulated learning Participants in this research were students aged 15. through modeling, encouraging, facilitating rewards 18 years from various cities in Indonesia, including goal setting, using good strategies, and other Semarang, Yogyakarta, Jakarta, and Padang. The processes [10]. Students who learn by self-regulation sample in this research was taken with a purposive not only know what is needed by each task, but they technique, where the participant categories were can also implement the strategies needed. They can predetermined namely senior high school students read at a glance or carefully. They can use various who came from public schools, schools that used the 1286 TEM Journal - Volume 10/Number 3/2021. 1 X4 6 TEM Joumal. Volume 20, sue 3, Pages 1245-1293, ISSN 2217-8309, DOE 10.15421/TEM103-35, August 2021. method of self-regulated learning, boarding schools. 2.3. Instruments and Procedures and homeschooling. This age was chosen because students are considered to have experience in The next stage, researchers continued with in managing the learning process, have experienced depth interviews with participants to get more successes and failures, and students are in middle age information related to students' self-regulated who can still improve their self-regulated learning learning skills. The procedure for implementing the skills 14). The number of participants was 21 data collection was carried out after permission was students with a ratio of 4 male students and 17 obtained from the school through the school female students. Furthermore, to facilitate, maintain, principal Duta collection in this study was carried and protect the privacy of participants, participants out through in-depth individual interviews In-depth are given an identity using their initials. Therefore. interviews are conducted in a duration of 45 to 60 the detailed characteristics of the participants who minutes. In-depth interviews are generally conducted contributed to this research can be seen in Table 1. at participating schools, but some participants are willing to conduct interviews in their homes, Take I. Participan Demographie Profiles Considering the quality of the recorded interview, the No. Name researcher proposes to participants that the interview School Gender Male Female should be conducted indoors to minimize unwanted 1 RI Public School X noise. Interview questions are open and general. 2 R2 Public School X compiled by researchers to understand the core RU Public School X phenomena of this study 115. During the interview, 4 Pantech X the reaches tied to create a conducive clinute $ RS Public School that made the participants feel comfortable and free R6 Public School X in responding to every question maised. The 7 R1 Public School X researcher avoids questions that have the potential to 5 School-based SRI X open sensitive information and are difficult for RO School-based SRI X participants to her. All interview results are R10 School-based SRL X recorded with a recording device to get quality data, 11 RII School-based SRL X 12 RI School based SRI X 24. Date Analysis 13 RI School and SRI X 14 R14 Islamic boarding Following the analysis model presented by school Islamic boarding Creswell and Creswell data analysis is conducted 15 RIS through data collection data reduction, and data school interpretation (13). After the data is obtained then the 16 R16 Islamic boarding school rescarcher transcribes verbatim with the help of the Islamic boarding atlas.ti program. The interview data transcript was 17 R17 X chool then coded according to the theme and sentence that 18 R18 Homeschooling X were considered as important points to be analyzed. 19 K19 Homeschooling X The transcript data that is written is then read and 20 RNO Homeschooling X examined repeatedly to get keywords following the 21 R21 Homeschooling X research theme. Every sentence that is considered NSER More important is then made an important statement or phrase. The important phrases are then reduced in Besides, before conducting data collection, certain themes according to the discussion. The researchers established relationships with participants meaning in this particular theme is the integrated involved in this research. The researchers did this to into one big theme by making a deep and complete get an agreement, and so that the rescarch was casier description. The final stage is the data interpretation to carry out the data collection process. This research by linking and explaining the reduction results was conducted from November 2019 until January according to the themes. The final step is to validate 2020. This research begins with the initial the data. Validation is done to check the results of the observation stage as one of the data collection analysis to the informant. Based on the results of the techniques to determine student characteristics fint. analysis then crosschecked back to the informants is done to determine the compatibility of the data with the results of the analysis If there are relevant new findings from the data then they can be included in the final description 10 TEM Journal - Volume 10 / Number 3/2021 1287 TEM Journal, Volume 10, Issue 3. Pages 128 1293, ISSN 2217-3309, DE 10.18421/TEM205-35, August 2021. 3. Results and Discussion Pintrich defines SRL as an active constructive process, where students at their learning goals and Following the basic concepts in self-regulated the monitor, regalate, and control their cognition, learning, the skills in self-regulated are useful for motivation, and behavior, guided by their goals and senior high school students in facing examinations, contextual terms of the environment (20) SRL is increasing self-confidence, high anxiety, fear in generally characterized as active participants who understanding what is learned, and worrying about efficiently control their own leaming experiences in not graduating. The habit is only to receive and carry different ways, including determining a productive out instructions from the teacher without thinking work civicament and using resources effectively, about the benefits and effects, without being trained organising and training information to leam, to think critically, causing students not to have self maintaining positive emotions during the process regulated learning skills to overcome the problems learning, and maintaining positive motivation about they face during the learning process their abilities Pinstrich added that self-regulation strategies in learning generally include three types of 3.1. The Concept of Self-Regulated Learning strategies, amely cognitive regulation strategies, Self-regulated learning (SRL) includes cognitive. Academic regulation strategies (21) Cognitive motivational regulation strategies and behavioral metacognitive behavioral motivational and emotional aspects of learning (16) SRL is a broad regulation is the information processing Strategy of field that provides a variety of things to understand cognitive and metacognitive activities from the variables that influence student learning and learning simplest memory, to more complicated strategies outcomes (for example, self-efficacy, volition, and Individuals who deal with stress and emotions cognitive strategies) which can be learned in a failure to achieve ess in learning to use comprehensive and holistic approach. According to motivational regulations. Motivational regulation can Alvi and Gillies, SRL places a focus on how students influence thinking, behavior that influences the activate change, and maintain their ways of learning choice of something Behavioral regulation according and how they relate to their social environment, in to Pintrich is an aspect of self-regulation that the context of formal and informal tcaching involves an individuals efforts to control his actions Learning is not something that happens to students and behavice 122. Managing time managing the but something that happens by students and scientists learning environment, and secking help are examples states that for learning to oceur, students have to be of behavioral regulation. This is supported by the proactive SRL is a proactive process of students to statement of participant Rl, regarding the leaming obtain academic skills, the proactive process for process in the class often do have the desire to example having an appropriate strategy and learn, because the lessons are 100 Y and monitoring the process of implementing the strategy difficul. R7 participants also added that I can? to see its effectiveness [17] think that is difficult, so the lesson makes me dy Recent research reveals many aspects of SRL that thermally stay quiet or not pay attention" highlight the need to study this phenomenon in real SRL is generally characterized as active and real-time contexts, as an event or aptitude Aptitude is a relatively enduring trait and this participants who efficiently control their own aptitude measurement can be used to predict the learning experiences in different ways including behavior of an individual in the future. Thus, the determining a productive work environment and metacognitive and cognitive perception of a person sing resources effectively, organizing and training becomes an accurate measurement of self-regulated information to learn, maintaining positive emotions learning [18]. Self-regulated learning as an innate during assignments Academic tasks, and maintain aptitade can be measured through quantitative positive motivational belics. Based on the various methods. SRL is an activity, a constructive process expert opinions, it can be synthesized SRL is how whereby students create learning goals and in the students have the awareness to set their learning process of achieving these goals, students monitor starting from the learning objectives to be achieved regulate, control cognitive abilities, motivation and how students achieve their leaming goals, and how behavior and are all limited to the learning goals that students reflect evaluate whether the process has have been set and the learning environment (19) been effective of to achieve self-determined Bandura proposes 3 steps of self-regulation, which learning goals. The results of students depending on includes self-observation about us seeing ourselves the learning environment and student level are better our behavior, and guarding it. Decision is comparing and support the learning environment, the ability of what is seen with a standard. Besides, self-response students to make self-regulation better, as well as the that is if we are better in comparison with our higher the age of students, the more students realize standards, we reward ourselves for our answers their learning needs the better they manage their learning. Fout aspects can improve SRL in students, 1288 TEM Journal - Volu 10/ Number 3/2021 TEM Journal, Volume 10, Issue 3, Pages 1285-1293, ISSN 2217-8309, DOI: 10.18421/TEM103-35, August 2021 namely giving students the freedom to determine their learning choices, giving students the freedom to collaborate, giving support to new knowledge and skills they want to develop and giving their confidence to do feedback 123). This makes them aware of their ability to always solve the problems FOR THOUGHTS they face. Teacher readiness is needed to be able to train SRL skills on students. Teachers need to increase their knowledge about various characteristics of students and their leaming styles 3.2. Traditional Class TOMAS The frequency of words that are often mentioned by students who participated in this study are Figure 2 Patterns of traditional class relation with the learning, teachers, school lessons, and assignments. Milf regulated learning cycle This shows that student learning is inseparable from the teacher, school lessons, and assignments. Traditional classes are classes that generally occur Furthermore, their statements regarding learning in in school students tend to depend on the teacher to traditional classrooms can be shown in Figure provide leaming material, motivate them, and take obtain information. They expect their teachers to below. responsibility for the learning process. Teachers have to largely control what is being learned, how it is lcamned when it is Icarned, and to what extent it will be leamed. Generally accepted patterns of roles in which the teacher conveys declarative and procedural knowledge and students have to find ways to understand, store, and activate knowledge that leads to situations where students do not have enough time and opportunity to organize themselves on how they Figure I. Traditional class pattern will leam. This then Icaves students, during the In traditional classes, the role of the teacher is very provided and arranged by the teacher leaming process, to depend on what has been dominant, controlling and controlling the teacher does everything. so students do not know the This condition is similar to what was conveyed by importance of learning. excepe because of the R9 participants who statod, "Olen the teacherghes teacher's orders. The purpose of learning in a lot of lesser so that we have to say a little traditional classrooms is still abstract, such as to gain dificulty. takes time and concentration" knowledge to make parents happy, as well as Participant R6 also said. "For lessons outside of learning motivation. As stated by partisans R14," arithmetic such as religion, sometimes we are only learn if is intentiert is not crowded, at home: told not given examples that we can understand hur if there is a daily exam only given 15 minutes further. Most learning that begins in the traditional before the exams, if it is busy cannor learn, I cannot classroom learning tends to be fragmented indirect focus". Traditional classes tend to make students experience, hased on the goals set by the teacher. A anxious, because their learning goals are to get good systematically planned and planned learning grades on exams, as participants R16 stated. I have experience cannot attract students interest, because dropped too because during the exams, we should students to activate prior knowledge cannot use the need enough rest. I force myself to study continue to information provided (25) There are several reasons learn continously, so instead drop before the camwhy SRL is more difficult to do in a class content were a week even sic". First, most students assume that the teacher's role is Zimmerman revealed SRL is divided into three to provide relevant resources and motivate them to phases, forethought, performance, and reflection 124. In this research, it was found that traditional engage in learning activities Such role beliefs are difficult to change and classes would have difficulty entering the SRL cycle. This is because there is a contradiction, where hamper the SRL process, especially since most students who are accustomed to waiting for learning students do not have a clear concept of their needs instructions have to determine their own learning and desires to acquire new knowledge and skills, goals and how they learn so that the pattem of because according to them acquiring knowledge and concepts as shown in Figure 2 below skills is not an urgent need. What usually happens teachers have to convince students that the TEM Journal - Volume 10/Number 3/2021 1289 TEM Journal. Volume 10, Issue 3, Pages 1285-1293, ISSN 2217-8309,00: 10.18421/TEM103-35, August 2021. stupid questions with just a few fouches". Traditional someone the teacher itself has had grade on class students do not have the natural motivation to reaching, making it in math X is not equal to Y. So Icarn, learn because parents or teachers tell them please understand your work and grades, and then otherwise, they do not leam. Meanwhile, assess the other". Meanwhile, the elaboration of the independent learning students have a high curiosity reflection phase can be expressed in a scheme shown and know the benefits they will get when learning in Figure 5 below. something as does the statement expressed by R21 participants that interested in something, it's Bor difficult to turn into vales" 3.5. Reflection Phase During the reflection phase, students assess the results of the learning process that has been done. whether or not by the goals that have been determined in the preparation phase. This reflection phase is divided into two aspects, namely self- reaction and self-assessment that are interrelated the Figure 5. Reflection phase patterns in the self-regulated aspect of self-reaction in this study is the student's Inarning och self-satisfaction on the achievements he gained in the learning process. The self-asseco spect consists 4. Conclusion of self-evaluation and causal attribution Chow students can explain why it fails why it works). The conclusion of the research shows that students skills in regulating themselves in the learning process Students' self-satisfaction with SRL skills is no longer a grade or score because they learn not for ate influenced by many factors such as teacher's task-oriented support learning, intentional that, but the benefits of what they cam, for their cooperative activities, and they have to be closely lives. As one R 17 participant said, "There are so related to their lives or experience-based by using many Sage wwe things in the world, and I am curious about various thing. Only the surface relevant, critical learning, and can be negotiated. The forms of skills that students have to possess include level is okay, but what is important is that! understand enough. Enough to understand this skills in preparing themselves, showing performance, world to survi" Likewise, when they assess and reflecting on the results obtained. Some obvious themselves and explain why they have not succeeded self-regulated learning skills, for example, students deficiencies exist informing high school students in understanding something, as the R18 participant still need technical direction to do something, lack of said. "I lived like this up and down my whole life, it would be difficult when high school is exciting when self-confidence inability, still do not know the it is exciting, now from my observations, I also want and others. Therefore, to improve self-regulated importance of learning goals, emotional management, like my friends right now and just right first. We are monly confused what are we doing to learn like this leaming skills, students have to begin to be allowed to it takes a while to know that not everyone problems. Besides, to be able to develop SRL, skills explore how to gain knowledge and solve their immediately understands, we have to learn this because of this. What should share you downed effectively students have to be given the freedom to Ao fix what I think just tiver, it hard to meet arrange their learning process according to their later you will also meet if you want to meet your goals. goals, then you will also find it The explanation why they fail for a traditional References class student is an explanation why their numbers are bad in the test, as stated by R20 participants that I). Alotaibi, K. Tohmar, R. & latak, 0. 2017). The "Mawle for the future. There is something wrong from relationship between self-regulated learning and the beginning, learning is not optimal or what then academic achievement for a sample of community the proper w lacking" When asked for self- college students at King Saud University. Echocation evaluation, some students feel that evaluation should Journal 61).28.37. be comprehensive in all aspects including the teacher 121 Marc. 1. D. Cooper, G. L. Vad M. V. Roper, R. who has to also evaluate the teaching and learning J. & Mars, K. A. (2013). Trying out genes for sure process with their students. As stated by participant Experiential learning in the high school R19,7 prefer the teacher to grade a student, it he classroom. The American Wology Teacher, 759) 657-662 has his teaching grades. Why would you grade 1292 TEM Journal - Volume 10/Number 3/2021