Creating an independent learning environment

Oct 13, 2025 by wbrum.org 33 views

Understanding Self-Regulated Learning Students of Merdeka Campus Internships: The Role of Environmental Factors

Introduction

Self-regulated learning (SRL) is a crucial aspect of an individual's ability to actively participate in the learning process. It involves cognitive, motivation, and behavior components that enable individuals to think critically and evaluate the influence of thoughts, attitudes, habits, and work environment on each other (Zimmerman, 1990). Independent learning is the key to a person's learning success, as it encourages individuals to think critically and evaluate in depth how the thoughts, attitudes, habits, and work environment influence each other (Darr & Fisher, 2004).

The Merdeka Campus Internship Program is a unique opportunity for students to gain practical experience and develop their skills in a real-world setting. However, the effectiveness of this program depends on various factors, including the internship system, duration, and attendance model. This study aims to explore the differences in self-regulated learning among Merdeka Campus Internship students based on environmental factors, including the internship system (WFO, WFH, Hybrid), the duration of the internship (<5 hours, 5-10 hours,> 10 hours), and the presence model (following lecture and not attending college).

Methodology

A total of 104 students participated in this study, which used the Self-regulated learning scale built based on the theory of Zimmerman (2008) as the measurement instrument. The data analysis method employed a comparative test, Mann Whitney U Test, and Kruskal-Wallis. The results showed that there were no significant differences in self-regulated learning between the Merdeka Campus Internship students based on the internship system and the duration of the internship. However, a significant difference was found in self-regulated learning based on the attendance model.

Results

The results of this study showed that internships who do not attend lectures have higher self-regulated learning compared to internships who attend lectures. This finding is interesting because it shows that the attendance model has a significant influence on self-regulated learning students of the Merdeka Campus Internship.

Deeper Analysis

This finding can be explained from several factors:

Dependence: Internships who attend lectures may still have dependence on formal learning structures. They may be less encouraged to take the initiative of independent learning because they feel they have received enough knowledge and guidelines from the lecturer.
Motivation: Internships who do not attend lectures may have higher motivation for independent learning. They may feel the need to continue learning and develop independently in order to be successful in internship.
Environment: Internship environment that demands independence and initiative may encourage internships to develop self-regulated learning.

Implications and Recommendations

This research has some important implications for the development of the Merdeka Campus Internship Program:

Creating an independent learning environment: Internship programs should be designed to encourage independent learning apprentices by providing opportunities and challenges that encourage initiatives.
Increasing motivation: Internship programs need to be designed to increase the motivation of internships in learning. This can be done by providing constructive feedback, clear goals, and opportunities to develop competencies.
Increasing awareness: It is essential to increase the awareness of apprentice students towards the importance of self-regulated learning and its benefits in the success of the internship.

Conclusion

This research is the first step in understanding the factors that influence self-regulated learning students of the Merdeka Campus Internship. Further research is needed to examine other factors that may affect, such as individual characteristics, organizational culture, and types of internship programs.

Limitations

This study has several limitations, including:

Sample size: The sample size of this study is relatively small, which may limit the generalizability of the findings.
Measurement instrument: The Self-regulated learning scale used in this study may not capture all the aspects of self-regulated learning.
Environmental factors: This study only examined the influence of environmental factors on self-regulated learning, and other factors such as individual characteristics and organizational culture may also play a role.

Future Research Directions

Future research should aim to:

Examine individual characteristics: Investigate the influence of individual characteristics, such as personality traits and learning styles, on self-regulated learning.
Explore organizational culture: Examine the impact of organizational culture on self-regulated learning, including the role of leadership and organizational support.
Investigate types of internship programs: Investigate the influence of different types of internship programs, such as work-integrated learning and project-based learning, on self-regulated learning.

References

Darr, E. D., & Fisher, S. L. (2004). Learning and development in the workplace: A review of the literature. Journal of Management, 30(6), 761-782.

Zimmerman, B. J. (1990). Attaining self-regulation: A social cognitive perspective. In M. L. Maehr & R. A. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 13-39). Greenwich, CT: JAI Press.

Zimmerman, B. J. (2008). Investigating the dimensions of self-regulation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 3-21). New York: Routledge.
Frequently Asked Questions: Self-Regulated Learning in Merdeka Campus Internships

Q: What is self-regulated learning?

A: Self-regulated learning (SRL) is the ability of individuals to actively participate in the learning process by involving cognitive, motivation, and behavior components. It enables individuals to think critically and evaluate the influence of thoughts, attitudes, habits, and work environment on each other.

Q: Why is self-regulated learning important in the Merdeka Campus Internship Program?

A: Self-regulated learning is crucial in the Merdeka Campus Internship Program because it enables students to develop the skills and competencies needed to succeed in their careers. By promoting self-regulated learning, the program can help students become more independent, motivated, and effective learners.

Q: What are the environmental factors that influence self-regulated learning in the Merdeka Campus Internship Program?

A: The environmental factors that influence self-regulated learning in the Merdeka Campus Internship Program include the internship system (WFO, WFH, Hybrid), the duration of the internship (<5 hours, 5-10 hours,> 10 hours), and the presence model (following lecture and not attending college).

Q: What are the implications of this study for the development of the Merdeka Campus Internship Program?

A: The findings of this study have several implications for the development of the Merdeka Campus Internship Program. Firstly, the program should be designed to encourage independent learning apprentices by providing opportunities and challenges that encourage initiatives. Secondly, the program should be designed to increase the motivation of internships in learning by providing constructive feedback, clear goals, and opportunities to develop competencies. Finally, the program should increase the awareness of apprentice students towards the importance of self-regulated learning and its benefits in the success of the internship.

Q: What are the limitations of this study?

A: This study has several limitations, including:

Sample size: The sample size of this study is relatively small, which may limit the generalizability of the findings.
Measurement instrument: The Self-regulated learning scale used in this study may not capture all the aspects of self-regulated learning.
Environmental factors: This study only examined the influence of environmental factors on self-regulated learning, and other factors such as individual characteristics and organizational culture may also play a role.

Q: What are the future research directions?

A: Future research should aim to:

Examine individual characteristics: Investigate the influence of individual characteristics, such as personality traits and learning styles, on self-regulated learning.
Explore organizational culture: Examine the impact of organizational culture on self-regulated learning, including the role of leadership and organizational support.
Investigate types of internship programs: Investigate the influence of different types of internship programs, such as work-integrated learning and project-based learning, on self-regulated learning.

Q: What are the implications of this study for educators and practitioners?

A: The findings of this study have several implications for educators and practitioners. Firstly, educators should design learning experiences that promote self-regulated learning, such as providing opportunities for students to take ownership of their learning and develop their skills and competencies. Secondly, practitioners should provide support and guidance to students to help them develop their self-regulated learning skills. Finally, educators and practitioners should work together to create a learning environment that encourages self-regulated learning and promotes student success.

Q: What are the implications of this study for policy makers?

A: The findings of this study have several implications for policy makers. Firstly, policy makers should recognize the importance of self-regulated learning in the Merdeka Campus Internship Program and provide support and resources to help students develop their self-regulated learning skills. Secondly, policy makers should design policies and programs that promote self-regulated learning, such as providing opportunities for students to take ownership of their learning and develop their skills and competencies. Finally, policy makers should work with educators and practitioners to create a learning environment that encourages self-regulated learning and promotes student success.