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Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning
ARTICLE

, Universitas Pendidikan Ganesha ; , , , Universitas Negeri Malang ; , Universitas Syiah Kuala ; , Politeknik Ganesha Guru

iJET Volume 16, Number 3, ISSN 1863-0383 Publisher: International Journal of Emerging Technology in Learning, Kassel, Germany

Abstract

This research examines the effect of ubiquitous learning strategies using various self regulated learning on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-post tests non-equivalent control group design is selected to be the method of this research. The subjects of this research are 113 students. The instrument used to measure the students’ learning activeness is learning activeness questionnaires developed by researcher with reference to the theory of learning activeness by Sardiman, whereas objective test are to evaluate students’ learning achievement, and online self regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there are significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there are significant differences in learning activeness and learning achievement between students when integrated with high self regulated learning and low self regulated learning; (3) there is an interaction between ubiquitous learning and electronic learning strategies integrated with self regulated learning on learning activeness and learning achievement of students.

Citation

Suartama, I., Setyosari, P., Sulthoni, S., Ulfa, S., Yunus, M. & Sugiani, K. (2021). Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning. International Journal of Emerging Technologies in Learning (iJET), 16(3), 36-56. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved March 9, 2021 from .