FRIEDA MANGUNSONG-Becoming Self-Regulated Nation
BECOMING SELF-REGULATED NATION THROUGH EDUCATION Prof. Dr. Frieda M. Mangunsong, M.Ed, Psi The Inagural Asian Conference on Education & International Development Osaka-Japan, 2015 FM-‐2015 2 Introduction Impact of ASEAN Economic Community 2015 Ø The competition is open in all aspects Ø The quality of human resources such excellent knowledge and mentally are really needed. Only 4.3% of skilled labor in the field; Public awareness for education to a higher level still low à only work tended as laborers/ unskilled Education is generally performed only focuses on the development of the cognitive aspects (memorizing) à passive learner, not an active, critical, and self-regulated learner. FM-‐2015 3 The character of learners need to be developed : Ø become a person who truly mastered their respective fields Ø have creative ideas Ø continue to develop knowledge/ open employment with such expertise Self-‐Regulated Learning (SRL) ØClosest to the demands of current developments ØRequired person to set their own goals, being self-directed to pursue the goal, and work independently FM-‐2015 Self-‐regulated learner: ü Goal orientation ü Self-‐directed ü Adaptive & flexible ü Collaborative ü highly motivated ü persistence ü face challenges ü Life-‐long learner 4 Are you a self-‐regulated learner? Yes No I set my own goal before start working I can work independently without supervision It’s easy for me to adapt in varied roles, responsibility, and context Able to work with others in academic context I motivate my self when I almost give up to complete my tasks I choose my own strategy to work by considerations It’s fine for me to be flexible at work I can manage my learning environment effectively I do monitoring my progress regularly I make changes if there are lacks in my work FM-‐2015 5 Self-regulated learning Theory of Self-‐Regulation introduced by Zimmerman in 1989 and 2000 which is based on social cognitive theory of Bandura. Defined as self-‐generated thoughts, feelings, and behaviors that are planned and cyclically adapted based on performance feedback to attain self-‐set goals. (Zimmerman, 1989; Cleary & Zimmerman, 2004; Panadero & Alonso-‐Topia, 2014) FM-‐2015 6 Phases and processes of Self-‐regulation (Zimmerman & Moylan, 2009) 2 3 1 FM-‐2015 7 1. Forethought phase • This phase has two main processes: 1) to analyze the characteristics of the task based on the way the process, and 2) analyze the value of the task for the individual. • The process of setting goals and choosing appropriate strategies with confidence in his ability and personal interests • Making the goal will be made based on the criteria to be achieved and the interest of individuals to achieve the desired criteria. • Strategic planning is an attempt to choose appropriate strategies to determine what step in achieving desired. FM-‐2015 8 2. Performance phase • Performance consists of two main processes, namely self-‐observation and self-‐control. • Self-‐observation include self-‐monitoring and self-‐ recording. Self-‐monitoring is a metacognitive process to assess the actions taken, while self-‐ control is the process of controlling and supervising the behavior performed. • Includes work done to focus the students' attention and control the learning process. FM-‐2015 9 3. Self-‐reflection phase • Two main processes: self-‐judgment and self-‐reaction. • includes a self-‐evaluation, self-‐ satisfaction level towards the achievement obtained, investigate the cause of the achievements, as well as the effort that needs to be done next. FM-‐2015 10 Determining Factors of SRL EXTERNAL FACTORS INTERNAL FACTORS Learning environment Neurological Personality -‐-‐ temperament Learning method: child-‐centered Modeling Motivation Self-‐efficacy S R L Creativity & task-‐ commitment students FM-‐2015 Family: parenting and economic status Learning infrastructure 11 Prefrontal Cortex (PFC) àExecutive function Neurological § Involvement of the PFC is in controlling social behaviors, thoughts, emotions, and appetitive craving (e.g., food and drugs) § 3 areas in PFC: ventromedial prefrontal cortex (VMPFC), lateral prefrontal cortex (LPFC), and anterior cingulate prefrontal cortex (ACC) à each play different role in self-‐ regulation FM-‐2015 12 Personality -‐-‐ temperament • The researchers found that greater temperamental fearfulness predicts greater early conscience development. • Also influenced by external factor (parenting) à Fearful children whose mothers made use of gentle socialization techniques also developed particularly highly internalized conscience, demonstrating an interaction between temperament and socialization in the development of internal control. • The link between self-‐ regulatory temperament and the ability to consciously focus attention, the brain networks of executive attention might underlie effortful control. FM-‐2015 13 Motivation & Self-‐Efficacy • As students work on tasks, they observe their performances, evaluate goal progress, and continue their work or change their task approach. • Self-‐evaluation of goal progress as satisfactory enhances feelings of efficacy; goal attainment leads students to set new challenging goals. • Motivation also necessary to implement the goals and strategy selection. Self-‐motivation is influenced by self-‐ efficacy, outcome expectations, interests and values of duty, and goal orientation FM-‐2015 14 Creativity & task-‐commitment • Characteristic of creativity is the courage to not always be subject to the usual regularity, or also called the creative courage. • Creative person able to manage and directing himself. • Important to improve creativity that later can contribute greatly to the increase in SRL. FM-‐2015 15 Determining Factors of SRL EXTERNAL FACTORS INTERNAL FACTORS Learning environment Neurological Personality -‐-‐ temperament Learning method: child-‐centered Modeling Motivation Self-‐efficacy S R L students FM-‐2015 Family: parenting and economic status Learning infrastructure 16 Learning environment • School as a place where students spend their day-‐to-‐day has a significant contribution to shaping SRL skills collaborating with parents at home. • Start of teaching about how to set goals that are 'SMART', teaching strategies, and monitoring and evaluating the students' learning process. • Positive and supporting environment will stimulate the children to understand the nature of the task and their immediate capabilities. FM-‐2015 17 Learning method: child-‐centered • How the teacher facilitate the students to interact each other and provide a positive atmosphere to learn give strong contribution to their SRL. • When students are willing to interact with peers, they have chance to choose various activities and materials that are interesting and meaningful to them. FM-‐2015 18 Modeling • Modeling is an effective means of building self-‐regulatory and academic skills and of raising self-‐efficacy. • Teacher or parents explain and demonstrate the steps of doing self-‐regulation in learning process. • A Research by Achunk and Zimmerman (2007) proved that applying modeling to teach self-‐regulated learning can improve students' reading and writing in grades 4 and 5. FM-‐2015 19 Family: parenting and economic status • Children develop foundational skills for self-‐ regulation in the first 5 years of life. • Significant others play important role in helping them regulate thinking and behavior. • The most powerful away adult help children learn SR is by modeling and scaffolding it during ordinary activities. Children must learn to evaluate what they see, hear, touch, taste, and smell and compare it to what they already know. Economic situation of the family also play important role in forming child’s self-‐efficacy. Kim and Huang (2001) found that self-‐efficacy is strongly correlated with family income. It also closely related to the mother’s obesity along with family income. FM-‐2015 20 Learning infrastructure • Levels of IT-‐integration • To optimal the learning process, IT-‐ facilities and infrastructure in schools and society should be upgraded to produce a learning setting that supports self-‐regulation. • Though this may be costly, the returns will be worthwhile as a potential to produce independent, proactive and self-‐regulated learners. FM-‐2015 21 CHALLENGES IN INDONESIA Study by Aqib (2009) found that learning process in majority is still dominated by memorizing words, facts or procedures, which resulted in a weak graduates in language and problem solving skills and do not have the creativity in dealing with everyday problems that challenge. Curriculum (1) Study by Nugroho (2013) to High school students in Central Java found that the curriculum in Indonesia still focus on memorizing, not mastery. It is more emphasis on the acquisition of low-level cognitive abilities such as the ability of recall FM-‐2015 22 CHALLENGES IN INDONESIA Learning orientation generally is the achievement of the final evaluation of a high value and the large number of students who can be accepted into college is famous through national admission test à mastery of content, instead of learning how to learn itself. Government programs related to the determination of the educational curriculum has been less sustainable. FM-‐2015 Curriculum (2) 23 CHALLENGES IN INDONESIA Working independently with the goal, directing self to pursue the goal, and evaluate it is still uncommon in Indonesia. Public awareness of SRL Parents who do not provide supervision or assistance make the SRL lesson that has been taught by the teacher becomes not integrated and untrained at home. FM-‐2015 24 CHALLENGES IN INDONESIA Limited opportunity to have an excellence education A chance to get an excellence education was not fully spread evenly throughout the regions. Not just throughout the regions, it still limited and barrier for learners, such as special learners, marginal people, and other high risk people. FM-‐2015 25 CHALLENGES IN INDONESIA Inclusive Education vThe learning methods in most inclusive school are not much different from public schools. Curriculum applied not facilitate special needs children to get an education that suits their needs. Individual program still rare. vTeachers’ focus still limited in providing material to keep the child can learn in class, instead of how children master the materials according to their needs. vThe competence of inclusive teachers in Indonesia still need to be more developed. (Rudiyati, 2011; Dewanty, 2012) FM-‐2015 26 CONCLUSSION Impact of ASEAN Economic Community 2015 CHALLENGES IN INDONESIA Ø The competition is open in all aspects Ø The quality of human resources such excellent knowledge and mentally are really needed. INTERNAL FACTORS EXTERNAL FACTORS S R L students FM-‐2015 27 What should be done to BECOMING SELF-REGULATED NATION THROUGH increasing self-regulated learners through EDUCATION? FM-‐2015 28 RECCOMENDATION (1) • It is important to involving all parties (school, family, and society) to an excellence education start from early childhood education: education that start early from home, continuing and integrating to the formal education, collaborating with parents and communities engagement for community education. • Integrated also with the mass media to open the perspectives and build a culture of learners with good self-‐ regulation. • Develop modules and training for teachers and parents to increase their awareness and knowledge about self-‐regulated learning. Therefore, they could implement their skills to their children or students and together creating the atmosphere to FM-‐2015 29 enhancing self-‐regulated learner’s characters. RECCOMENDATION (2) • SRL and self-‐efficacy (SE) can’t be separated. Enhancing student’s self-‐efficacy to applicate self-‐regulation in learning. • To build self-‐efficacy, ensure that students experience learning progress and success, expose them to successful models, and provide encouraging feedback substantiated by success. • Using peer models to build their efficacy. FM-‐2015 30 RECCOMENDATION (3) Ø The educational equity for every regions in Indonesia and renewing the curriculum. Furthermore, we also needs to consider the different needs of high risk population such as poor children, children with special needs, and unemployment. Ø It is important that the curriculum should be emphasized the mastery, not just memorize the entire subject matter without regard to students' interests and talents. Ø Introduction of a career to children from an early age can also be done so that he has a goal orientation and know the benefits of what he learned today of the everyday life and on the lives of his profession available. Ø Improve the competence of teacher or caregiver of students with special needs à training, improve the curriculum, ‘coaching clinic’ to improve the implementation. FM-‐2015 31 ia ed ss M Ma m ste sy ol ho Parent education Formal Education Community education stem ional sy Educat Sc Political p olicies RECCOMENDATION Excellence Education to Develop Self-‐regulated learner FM-‐2015 32 RECCOMENDATION All parties who involved in the development of a child's life, ranging from family, school, peers, community, and other organizations need to keep an eye on policies held by the government and give constructive feedback to create a culture of self-‐regulation, actively contribute and cooperate each other. FM-‐2015 33 GANBATTE KUDASAI !! FM-‐2015 34 Thank you ! TERIMA KASIH ! FM-‐2015 35 References Andranita, Marchantia. (2013). Self-‐regulation empowerment program to enhance self-‐ regulation skill of coasting underachiever.Thesis. 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