•  
  •  
 

Keywords

self-rating scale; self-directed learning skills; high school student

Document Type

Article

Abstract

This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin's development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items,α = 0.717), learning strategies (9 items,α = 0.806), and learning activities (7 items,α = 0.777), evaluation (8 items,α = 0.790), and interpersonal skills (12 items,α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale isα = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student's highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).

First Page

1

Last Page

111

Issue

1

Volume

23

Digital Object Identifier (DOI)

10.21831/pep.v23i1.18130

References

Acar, C., Kara, I., & TaÅŸkin Ekici, F. (2016). Development of self directed learning skills scale for pre-service science teachers. International Journal of Assessment Tools in Education, 2(2), 3-13. https://doi.org/10.21449/ijate.239562

Airasian, P. W., & Miranda, H. (2002). The role of assessment in the revised taxonomy. Theory Into Practice, 41(4), 249-254. https://doi.org/10.1207/s15430421tip4104_8

Andersen, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. Annals of the International Communication Association, 3(1), 543-559. https://doi.org/10.1080/23808985.1979.11923782

Babonea, A., & Munteanu, A. (2012). Towards positive interpersonal relationships in the classroom. In International Conference of Scientific Paper.

Bonham, L. A. (1991). Guglielmino's self-directed learning readiness scale: what does it measure? Adult Education Quarterly, 41(2), 92-99. https://doi.org/10.1177/0001848191041002003

Burns, D. P., & Norris, S. P. (2009). Open-minded environmental education in the science classroom. Paidousis, 18(1), 35-42.

Cadorin, L., Ghezzi, V., Camillo, M., & Palese, A. (2017). The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis. Journal of Nursing Education and Practice, 7(2). https://doi.org/10.5430/jnep.v7n2p31

Deshler, D. D., & Schumaker, J. B. (1986). Learning strategies: an instructional alternative for low-achieving Adolescents. Exceptional Children, 52(6), 583-590. https://doi.org/10.1177/001440298605200611

Eurostat. (2006). Classification of learning activities-manual. Luxembourg: Office for Official Publications of The European Communities.

Field, L. (1991). Guglielmino's self-directed learning readiness scale: should it continue to be used? Adult Education Quarterly, 41(2), 100-103. https://doi.org/10.1177/0001848191041002004

Frymier, A. B., & Houser, M. L. (2000). The teacher"student relationship as an interpersonal relationship. Communication Education, 49(3), 207-219. https://doi.org/10.1080/03634520009379209

Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13(1), 113-126.

Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Doctoral dissertation. University of Georgia.

Gündüz, G. F., & Selfi, K. (2016). Developing a "self-directed learning implementation skills scale for primary school students": validity and reliability analysis. Agathos: An International Review of the Humanities and Social Sciences, 7(1).

Hare, W., & McLaughlin, T. (1998). Four anxieties about open-mindedness: reassuring Peter Gardner. Journal of the Philosophy of Education, 32(2), 283-292. https://doi.org/10.1111/1467-9752.00093

Hinkin, T. R. (1995). A review of scale development practices in the study of organizations. Journal of Management, 21(5), 967-988. https://doi.org/10.1177/014920639502100509

Huang, M. B. (2008). Factors influencing self-directed learning readiness among Taiwanese nursing students. Thesis. The Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/20709/1/Mei-hui_Huang_Thesis.pdf

Hughes, J. N. (2012). Teacher-student relationships and school adjustment: progress and remaining challenges. Attachment & Human Development, 14(3), 319-327. https://doi.org/10.1080/14616734.2012.672288

Istiyani, D. (2009). Kesadaran dan self-directed learning sebagai model pembelajaran alternatif dalam era neoliberalisme. Forum Tarbiyah, 7(2), 131-142.

Kan'an, A., & Osman, K. (2015). The Relationship between self-directed learning skills and science achievement among Qatari students. Creative Education, 06(08), 790-797. https://doi.org/10.4236/ce.2015.68082

Knowles, M. S. (1975). Self-directed learning: a guide for learners and teachers. Chicago: Follett Publishing Company.

Koca, F. (2016). Motivation to learn and teacher-student relationship. Journal of International Education and Leadership, 6(2), 1-20.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: an overview. Theory Into Practice, 41(4), 212-218.

Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 5-55.

Lindsey, N. S., & Rice, M. L. (2015). Interpersonal skills and education in traditional and online classroom environments. Journal of Interactive Online Learning, 13(3), 126-136.

Malan, S. B., Ndlovu, M., & Engelbrecht, P. (2014). Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills. South African Journal of Education, 34(1), 1-16. https://doi.org/10.15700/201412120928

Norton, R. W., & Pettegrew, L. S. (1977). Communicator style as an effect determinant of attraction. Communication Research, 4(3), 257-282. https://doi.org/10.1177/009365027700400302

Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001). Avoiding seeking help in the classroom: who and why? Educational Psychology Review, 13(2), 93-144. https://doi.org/10.1023/A:1009013420053

Scott, C. L. (2015). The Futures of Learning 2: what kind of learning for the 21st century. Retrieved from http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

Seifert, T. (1993). Learning strategies in the classroom. Retrieved from https://www.mun.ca/educ/faculty/mwatch/vol2/seifert.html

Shen, W., Chen, H., & Hu, Y. (2014). The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students. BMC Medical Education, 14(1), 108. https://doi.org/10.1186/1472-6920-14-108

Taqipour, M., Abbasi, E., Naeimi, A., Ganguly, S., & Miandashti, N. Z. (2016). An investigation of self-directed learning skills among the Iranian agricultural students (case of agricultural college, Tarbiat Modares University). Journal of Agricultural Science and Technology, 18(1), 15-26. Retrieved from http://mcej.modares.ac.ir/browse.php?a_id=6847&sid=23&slc_lang=en

Teven, J. J., & McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46(1), 1-9. https://doi.org/10.1080/03634529709379069

Wanzer, M. B., & Frymier, A. B. (1999). The relationship between student perceptions of instructor humor and students' reports of learning. Communication Education, 48(1), 48-62. https://doi.org/10.1080/03634529909379152

Warren, A. R. (2010). Impact of teaching students to use evaluation strategies. Physical Review Special Topics-Physics Education Research, 6(2), 1-12.

Williams, B., & Brown, T. (2013). A confirmatory factor analysis of the Self-Directed Learning Readiness Scale. Nursing & Health Sciences, 15(4), 430-436. https://doi.org/10.1111/nhs.12046

Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14(2), 66-83. https://doi.org/10.7748/nr2007.01.14.2.66.c6022

Yasa, P. (2014). Model belajar pemecahan masalah berbasis konteks untuk pengembangan kompetensi generik siswa kelas X SMA Negeri 3 Singaraja. In Seminar Nasional FMIPA UNDIKSHA IV Tahun 2014. Universitas Pendidikan Ganesha.

Ziyaeemehr, A., & Kumar, V. (2014). The relationship between instructor humor orientation and students' report on second language learning. International Journal of Instruction, 7(1), 91-105. Retrieved from https://eric.ed.gov/?id=EJ1085255

Share

COinS