Research Article
Students’ Self-Directed Learning and Its Relation to the Independent Learning-Independent Campus Program
@INPROCEEDINGS{10.4108/eai.3-6-2021.2310919, author={Maya Oktaviani and Elmanora Elmanora and Shinta Doriza}, title={Students’ Self-Directed Learning and Its Relation to the Independent Learning-Independent Campus Program}, proceedings={Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia}, publisher={EAI}, proceedings_a={ICEHHA}, year={2021}, month={8}, keywords={self-directed learning; independent learning-independent campus;}, doi={10.4108/eai.3-6-2021.2310919} }- Maya Oktaviani
Elmanora Elmanora
Shinta Doriza
Year: 2021
Students’ Self-Directed Learning and Its Relation to the Independent Learning-Independent Campus Program
ICEHHA
EAI
DOI: 10.4108/eai.3-6-2021.2310919
Abstract
The government plans to implement the Independent Learning-Independent Campus (IL-IC) program in universities. This program focuses on outcome-based education. Learning outcomes for students adjust to the needs of the business and industrial world. Thus, students’ learning in obtaining knowledge and experience becomes crucial. This study aims to analyze students' self-directed learning (SDL). This study involved 245 students in the Department of Family Welfare Science, Faculty of Engineering, Universitas Negeri Jakarta. The data collected through the Self-Rating Scale of Self-Directed Learning (SRSSDL) instrument consists of 40 statements. The SRSSDL consists of eight factors: awareness, attitudes, motivation, learning strategies, learning methods, learning activities, interpersonal skills, and constructing knowledge. The data analyzed descriptively. The results of the research show that the students' SDL is in the medium category. The results of the per-dimensional analysis concluded that the interpersonal skills dimension had the highest average (86.38), while the learning methods dimension had the lowest average (67.65). This conclusion indicates that the learning methods used by lecturers can affect students’ SDL. Thus, lecturers need to choose student-centered learning methods and encourage students to explore their knowledge. So, it can increase students' SDL. This increase can support the smooth participation of students in the IL-IC program.