On the self-regulated learning using online media in STEM-based electromagnet course.

Learning during the pandemic is still carried out online, so students must have self-regulated learning. Self-regulated learning requires students to be actively involved in education, metacognitively, motivationally, and behaviorally. We evaluate students' self-regulated learning in STEM-based Electromagnetic lectures. This study used Zimmerman's framework of self-regulated learning. We use a time-series experimental design with an Online Self-Regulated Learning Media intervention, an instrument for monitoring self-regulated learning. We find that the intervention we used increased self-regulated learning with a medium N-gain category. Time-series measurements of pre-course self-regulated learning show that the average forethought phase score fluctuated and decreased. Meanwhile, the results of post-course self-regulated learning are the average score of the performance phase and self-reflection phase decreased. The results indicate that students are still adapting to regulate their preparation for learning through self-regulated learning and need to improve self-regulated learning. Hence, as educators, we must guide our students to do self-regulated learning. [ABSTRACT FROM AUTHOR]